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The American School for the Deaf
In both England and the United States, the first group of children with special needs to have attention paid to their educational needs were the deaf and blind. In the United States, the first special education school was the school now called the American School for the Deaf, then the American Asylum for the Education and Instruction of the Deaf and Dumb, in Hartford, Connecticut in 1817. The History of the American School for the Blind -
Elementary and Secondary Ed. Act
The Elementary and Secondary Education Act (ESEA) of 1965 was a landmark law that increased federal funding to public schools, especially those serving low-income students. It laid the foundation for future legislation supporting students with disabilities by promoting equal access to education. ESEA emphasized accountability and marked the beginning of the federal government’s role in addressing educational inequality. -
Sec. 504 of the Rehabilitation Act
Section 504 of the Rehabilitation Act of 1973 was the first federal civil rights law to protect individuals with disabilities from discrimination. It ensured that students with disabilities could not be excluded from or denied access to programs and services receiving federal funding, including public schools. This law laid the groundwork for providing accommodations and support in general education settings. -
Ed. for All Handicapped Children Act
The Education for All Handicapped Children Act (EAHCA) of 1975 guaranteed a free appropriate public education (FAPE) to all students with disabilities. It required public schools to provide special education services in the least restrictive environment and to develop Individualized Education Programs (IEPs) for eligible students. This law was a major milestone in special education, ensuring that students with disabilities had legal rights to access and support in public schools. -
Individuals with Disabilities Ed. Act
The Individuals with Disabilities Education Act (IDEA) of 1990 reauthorized and expanded the Education for All Handicapped Children Act. It added new disability categories, such as autism and traumatic brain injury, and emphasized the importance of transition services for life after high school. IDEA strengthened the rights of students with disabilities and their families by ensuring access to a free appropriate public education and procedural safeguards. -
IDEA Reauthorized
The 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) placed a stronger focus on access to the general education curriculum and increased accountability for student progress. It required that students with disabilities be included in state and district-wide assessments and that their IEPs include measurable annual goals. This version of IDEA emphasized collaboration between general and special education teachers and reinforced the importance of inclusive practices. -
No Child Left Behind Act
The No Child Left Behind (NCLB) Act of 2001 aimed to improve educational outcomes for all students by increasing accountability and closing achievement gaps. It required schools to measure student progress through annual standardized testing, including students with disabilities. NCLB emphasized data-driven instruction, highly qualified teachers, and equal access to high-quality education for every student. -
IDEA Reauthorized Again
The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) aligned the law more closely with the accountability measures of No Child Left Behind. It emphasized early intervention, research-based instruction, and the use of Response to Intervention (RTI) to identify learning disabilities. IDEA 2004 also strengthened requirements for highly qualified special education teachers and streamlined disciplinary procedures for students with disabilities. -
Every Student Succeeds Act
The Every Student Succeeds Act (ESSA) of 2015 replaced NCLB and shifted more control of education decisions to states and local districts. It maintained accountability for all student groups, including students with disabilities, but allowed greater flexibility in how schools meet those goals. ESSA emphasized inclusive practices, access to the general education curriculum, and the importance of evidence-based interventions. Every Student Succeeds Act -
Equity in IDEA
In 2016, the U.S. Department of Education finalized the Equity in IDEA regulations to address disparities in how students with disabilities, especially students of color, are identified, placed, and disciplined. States were required to use a standard method to determine significant disproportionality and take action when needed. The goal was to promote fairness and ensure equal access to appropriate services and supports.