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This case ended segregation and "separate but equal" schools for white and black children. It laid the foundation for the 1975 federal law and was used as a model to argue that children with disabilities cannot be excluded from a public education (Gargiulo & Bouck, 2020, p. 42).
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This case helped protect students with heritage differences from being wrongfully placed in special education classes due to language barriers. It allowed students to test in their native language as well as English (Gargiulo & Bouck, 2020, p. 42).
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Both of these cases helped lay the foundation for the Rehabilitation Act in 1973. It stated that no child could be denied public education due to "mental, behavioral, physical, or emotional handicaps or deficiencies"(Gargiulo & Bouck, 2020, p. 42).
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This was a civil rights law that made it illegal to discriminate, or deny benefits and participation against anyone with a disability. It made it possible for individuals with disabilities to have access to supplementary tools and other aids (Ysseldyke & Algozzine, 2006, p.11-15).
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This stated that students with disabilities have the legal right to a free and appropriate public education (FAPE), least restrictive environment (LRE), an individualized education plan (IEP). It required parents to be informed before any changes were made in the student's educational placement; this was later used as a guide for the IDEA law (Ysseldyke & Algozzine, 2006, p.11-24).
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This act made it possible to provide the same services under the Education of All Handicapped Children Act to preschoolers and toddlers. Early intervention transpires from this act (Gargiulo & Bouck, 2020, p. 29).
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This act reinforces all the aspects of the Education for All Handicapped Children Act, but it also expands on the disability categories and the transition services provided to students moving on from high school (Gargiulo & Bouck, 2020, p. 32).
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This amendment requires for teachers and general educators to participate on the individualized education program (IEP) team. It also required for all special education children to participate in state and district-wide assessments (Gargiulo & Bouck, 2020, p. 45).
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This law applies to not only students with disabilities but to all students of the united States. It requires that all pupils from 3rd to 8th grade demonstrate proficiency in math, reading, and science by taking an annual government assessment (Gargiulo & Bouck, 2020, p. 46).
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This reauthorized IDEA and required that students with disabilities be taught by highly qualified teachers who are certified in special education. This act also allows 15% of special education funds to go to general education for students that have not been identified yet. It promotes accountability for results, enhances parent involvement, and provides more flexibility (Gargiulo & Bouck, 2020, p. 48).
