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This landmark Supreme Court decision declared segregation in public schools unconstitutional, establishing a legal precedent for equal educational opportunities. Its primary focus was on racial equality, it later influenced special education policies by reinforcing the principle of equal access (Brown v. Board of Education, 1954). -
The lawsuit argued that Pennsylvania was violating state laws and the Equal Protection Clause of the Fourteenth Amendment by denying these students access to public education (Levine Wexler, 1981). The case established that all retardation can benefit from education, which should include both academics and essential life skills (PARC v. Pennsylvania, 1972). It also reinforced that if the state provides free public education, it can not exclude students with disabilities. -
In the early 1970s, Mills v. Board of Education enhanced educational rights by asserting that every student, including those with disabilities, is entitled to quality education. This landmark case urged schools to adopt more inclusive practices (Mills v. Board of Education, 1972).
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Passed in 1973, Section 504 prohibits discrimination against individuals with disabilities in any program receiving federal funding. It paved the way for subsequent special education laws by ensuring that all students have access to educational opportunities (Section 504 of the Rehabilitation Act, 1973). -
The Education for All Handicapped Children Act (EAHCA), passed in 1975, requires public schools to give children with disabilities a free appropriate public education (FAPE). It’s the starting point for modern special education. This law guarantees individualized instruction and help for all kids with disabilities. -
The EHA was reauthorized to extend its coverage to children with disabilities aged 3 to 5. The reauthorization also provided a framework for early intervention services for children from birth to 5 years old.
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The 1990 amendments transformed the original law into a comprehensive mandate for special education, clarifying rights and expanding services for students with disabilities. This shift marked a significant evolution in federal policy (Individuals with Disabilities Education Act, 1990). -
The EHA was renamed the IDEA. The updated law incorporated provisions for transition planning for students as they moved from school to adult life and further defined inclusion in regular classrooms. -
In 1997, the Individuals with Disabilities Education Act (IDEA) was revised to promote school responsibility and expand eligibility requirements. These revisions also stressed the importance of developing Individualized Education Programs (IEPs), which are custom-made to meet each student’s specific needs (IDEA Amendments, 1997). -
The law required annual testing in Grades 3–8 and at least once in Grades 10–12, expecting all students, including those in special education, to demonstrate proficiency in math, reading, and science by 2014. Schools had to show adequate yearly progress, with test scores disaggregated by disability, socioeconomic status, race, ethnicity, and English language ability. -
On December 3, 2004, President George W. Bush signed the Individuals with Disabilities Education Improvement Act (IDEA 2004) into law (PL 108-446). While some provisions took effect immediately, most became active on July 1, 2005. This reauthorization impacts both general and special education teachers, as well as parents, who now have new roles and responsibilities in supporting students with disabilities.