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This court case was the beginning of breaking down barriers for people with disabilities to be able to participate in society. The idea of allowing the normalization of deinstitutionalizing people with disabilities was introduced when “separate but equal” was overturned. It laid the foundation for the 1975 federal law requiring access to a free appropriate public education for all children with disabilities. -
Education was brought to the center of the war on poverty with this law and became a landmark act for equal access to quality education placing an emphasis on higher standards and accountability. The act distributed federal funds to schools and districts with a high number of students from low-income families. The government has continued to authorize the act every five years since. In the course of this, revisions and amendments including name changes have been introduced. -
Section 504 is a civil rights law requiring equal opportunities for individuals with disabilities to receive program benefits and services. It prohibits discrimination on the basis of disability in any program or activity that receives federal financial assistance from the U.S. Department of Education. -
The act saw that all children with disabilities had a right to free and appropriate public education (FAPE.) It protected the rights of, meets the individual needs of, and improved results for children with disabilities and their families. This law showed a fundamental shift for people with disabilities by starting the national basis for special education services and accountability. -
This act is a civil rights law that prohibits discrimination based on disability and mandates that schools must accommodate students with disabilities. Schools are also made to remove barriers that impede these students’ full participation. This includes accessibility, auxiliary aids and services, to support students in effective communication. This act has shaped policies, facilities, and practices for special education. -
This was an expansion of the EAHCA and included a name change to use a more current and respectful term. It emphasized inclusion and individual education plans (IEPs) while also adding traumatic brain injury, which includes concussions, and autism to the list of disabilities. The expansion mandated that transition plans be created by the student turns 16 addressing what the student could do after high school. -
These amendments placed an importance on giving a quality education to meet the unique needs of students with disabilities and strengthening the rights of those children and their parents. It empowered parents in the IEP process, included provisions for discipline, lowered the age of transition planning, included assistive technology, the right to due process, and promoted inclusive education. -
This standards based reform with many consequences to special education, included forcing special education students to take state assessments and reporting the scores annually. It made schools improve the levels of disadvantaged students. The law ensured that states and schools boosted the scores of these groups, such as disabled, limited English proficiency, and from low-income families. Its design was to ensure that all children have a fair, equal, and chance to get a high-quality education. -
It focused on improving educational outcomes and more accountability for students with disabilities. The main idea is that students with disabilities receive the same general education as students without. The reauthorization allowed for intervention to keep students out of special education and keep them in general education for a longer amount of time. It also focuses more on results and relies on the importance of data. -
This is the main federal law describing how public schools are looked at and held accountable for all student achievement. It’s for all public education, including special education. It replaced and updated the NCLBA. The job a school is doing is partly measured by how different groups of students perform. One of the groups the law uses to evaluate schools is students in special education. This ensures that special education is not overlooked and reinforces commitment to educational equity.