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This case ruled that public schools could expel students with disabilities that were disrupting to the class or made the child seem "weak in mind." Despite the fact that compulsory attendance (laws that force parents to send their children to school or a homeschooling program between specific ages) began in certain states as early as 1852, children with special needs were excluded from this law.
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While this court case was focused on children of color being allowed the same privileges and services that any white child had in school, it also laid a foundation for children with disabilities to be allowed back into school again. The court ruled that discriminating against a child solely based on unalterable characteristics (like disabilities) and excluding them from school was officially unconstitutional. Equal Education opportunities laid out by this case led to the 14th Amendment.
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When it became clear that the states were not interested in educating children with disabilities, the Federal government stepped in to help by providing funds to schools willing to educate their teachers on how to teach children with special needs. This was the first law solely about special education and it demanded that students with disabilities be educated properly in public schools. Though there was still discrimination, it was a positive step forward.
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Despite the 14th Amendment, some schools were still actively trying to ignore children with disabilities. This case fought against such schools and revolutionized the education system. This case ensured that children with disabilities between the ages of 6 and 21 needed to have access to free public education and that such education would in fact be beneficial to them. It also established that teaching life skills in school was both acceptable and applaudable.
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After PARC's success, seven children with various disabilities were gathered to represent over 18,000 others to advocate again in the court of law for equal education. The court decided that if segregation between race was illegal, segregation between abilities was also illegal. Public schools were no longer allowed to deny education from students just because they were difficult to teach. This case created the EAHCA (Education for All Handicapped Children Act).
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This Act ensured that no child would be denied education or federal funds solely because of their disability. Some schools were taking the Federal funds and not using them to support children with disabilities, which is the main reason why Section 504 exists.
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The EAHCA was the first Act to mandate IEPs. Using Federal funds to hold schools accountable, the EAHCA ensured that all students with disabilities receive nondiscriminatory testing and placement, a Least Restrictive Environment, a free and appropriate education, and due process. This Act was created because students with disabilities were still being segregated or denied education completely.
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The EAHCA was renamed to IDEA following the amendments that included services for parents of one to three year olds with disabilities. Under IDEA, Transitional services, or programs meant to help students with disabilities transition from school life to adult life, were created. IDEA was later amended in 1997.
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NCLB is the unfortunate law that requires state-wide standardized testing for all students, including students with disabilities. Bush believed that by including the students with disabilities, he could ensure that they received a proper education like their non-handicapped peers.
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The goal of IDEIA was to add more accountability for student performance and to schools. Under IDEIA changes to IEPs and school discipline were made, as well as a new identification system of students with learning disabilities. Teachers must also meet the Highly Qualified Teacher standards of NCLB.