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The Elementary and Secondary Education Act (ESEA) was signed into law by Lyndon B Johnson as part of the "War on Poverty." ESEA not only called equal access to education for all students but also federal funding for both primary and secondary education for students disadvantaged by poverty. This Act gives students the chance to have the best education. It does not matter if they are poor. It does not stop the student from entering the school he or she wants to go to.
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In the Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania ruling, the U.S District Court for the Eastern District of Pennsylvania sided in favor of the students with intellectual and learning disabilities in state-run institutions. PARC v. Penn called for students with disabilities to be placed in publicly funded school setting that met their individual educational needs, based on proper and thorough evaluation.
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In the Mills v. Board of Education of the District of Columbia case, the U.S. District Court for the District of Columbia students classified as "exceptional" including those with mental and learning disabilities and behavioral issues. This ruling made it unlawful for the D.C Board of Education to deny these individuals access to publicly funded educational opportunities.
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Congressional Investigation of 1972, in the wave of the PARC and Mills ruling, [AR1] Congress set out to uncover how many children with special education needs were being underserved. The Bureau of Education for the Handicapped found that there were 8 million children requiring special education services. Of this total, 3.9 million students adequately had their educational needs met, 2.5 million were receiving substandard education and 1.75 million weren't in school. They can be in school too.
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In November 1975, President Gerald Ford signed the Education for All Handicapped Children Act, also known as Public Law 94-142. This law required all states that accepted money from the federal government were required to provide equal access to education for children with disabilities, in addition to providing them with one free meal per day. States had the responsibility to ensure compliance under the law within all of their public school systems.
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Public Law 99-457 was an amendment to the All Handicapped Children Act, which mandated that individual states provide services to families of children born with disabilities from the time they are born. Previously, these services were not available until a child reached the age of three. This act is more toward small children with disabilities. Children with disabilities at a young age will get the help needed. https://eiplp.org/family-outcomes/
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EAHCA's amendments include an early intervention program to include infants and toddlers (birth to three program), authorized grants, clarified parental rights, and allowed interagency agreements to allow for transitioning students (Woods, 2006). The amendments aren't fully implemented until September of 1994, but the amount of children in this part of the EAHCA has grown significantly since (Woods, 2006) https://youtu.be/3XMndYNEGFA
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In 1986, President Reagan signed the Handicapped Children's Protection Act, a law that gave parents of children with disabilities more say in the development of their child's Individual Education Plan, or IEP. It is great when parents and teachers are working together. Each of them can learn more about the child with disabilities.
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The Public Law 101-476 called for significant changes to Public Law 94-142 or the Education for All Handicapped Children Act. Traumatic brain injury and autism were added as new disability categories. Additionally, Congress mandated that as a part of a student's IEP, an individual transition plan, or ITP, must be developed to help the student transition to post-secondary life. No matter what disabilities a child had he or she must be in a school setting. This act does that.
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Congress amended IDEA by calling for early intervention for students, greater accountability and improved educational outcomes, and raised the standards for instructors who teach special education classes. It also required states to demand that local school districts shift up to 15 percent of their special education if it were determined that a disproportionate number of students from minority groups were placed in special education for reasons other than disability.
