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Separate cannot be equal. Initiated the question as to whether separate classes for those with disabilities would provide them with appropriate education.
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Provided funding to states to assist in creating and improving special education programs.
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Guaranteed that education would be tailored to the unique needs of those with intellectual disabilities.
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On behalf of 18,000 children in Washington, D.C. This mandated that all children were to be educated including those with disabilities. It also clarified that specific procedures had to be followed to determine whether special education was needed.
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This was the first civil rights legislation in the U.S. specifically intended to protect those with disabilities.
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Increased federal funding for special education and tasked the states with creating full educational programs for those with disabilities.
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The basis for special education practice. Encompassed many issues not previously addressed, such as locating children who were not in school at all, and mandated that states must follow the law in order to receive funding.
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The key issue in this legislation was free appropriate public education, or FAPE. This decision defined what is meant by FAPE, allowing children to receive the most educational benefits.
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Special education was expanded to include infants and young children. This legislation clarified the need for transitional support for those with disabilities.
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The most comprehensive legislation that protects the rights of those with disabilities, no matter what age.