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The courts realized it was unconstitutional to discriminate against people for reasons they cannot help. This mainly stopped the idea of segregated schools in the United States. However, this case also gave many changes to students with disabilities and started a great deal of the legislation for students with disabilities.
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This case made it so all children with mental retardation from the ages 6-21 get a free public education. This case effects today because it made it so parents have a say in the educational decisions of their children
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This case gave all students with disabilities the right to public education similar to those who do no have disabilities. Some of the rights people with disabilities gained from this act were, "a “constructive education” matched to their needs, including specialized instruction... provide appropriate educational services to students with disabilities" ((Gargiulo & Bouck, 2020, p. 45). This act made the stepping stones for students with disabilities to get an equal education today
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This acts main change in regard to special education was it added more impairments to receive services in special education. These include having a physical or mental impairment. Also this act will give service to people with disabilities for their lifetime. This impacts special education because without it some students with physical or mental impairments would not receive services or people who are out of the age limit of other acts.
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This public law made free appropriate education, least restrictive environment, individualized education program, procedural due process, nondiscriminatory assessment, and parental participation. One way this law still affects students with disabilities is because it made the IEP. The IEP is a education plan used by all students who need a personal education plan and is still used today. PL 94-142
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In this law it was mandated the preschoolers from the ages of 3-5 received services in they were in need of them. It also made intervention services for kids under 2. Another thing established by this law was the Individualized family service plan for toddlers and infants. Overall, this law has an affect on children who are not in school yet and continues to help infants and toddlers with disabilities who are not in school yet.
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This act changed the law because it established a least restrictive environment depending on if students are making satisfactory progress in a general education classroom. This affects students today because it puts their best interest in mind when they are picking an environment for the student to learn in.
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Some of the new services added in this act was the to require and individualized transition plan needs to be instituted by the age of 16, and social work and rehabilitation counseling were added to related services. The ITP affect students today because it is a way to transition the student out of special education rather than simply losing all services when they leave school.
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This act makes rules on the order of how the school does things for the student. Meaning the school would have to offer an aid to the student before anything more restrictive would happen. Similarly this case makes it so a student can not be excluded from a general education classroom for practices that require modification. This affects students today because it keeps precautions around so they are not taken advantage of.
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One of the main aspects of this act was having grades 3-12 do standardized testing every year including students with disabilities. This is still relevant because it is something students still do to this day and have to test annually. Another change in this law was adding general teachers to the IEP team, and measuring goals of students annually.
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Gargiulo, R. M., & Bouck, E. C. (2020). Special education in contemporary society: an introduction to exceptionality (7th ed.). SAGE
Liptak, A. (2006, December 10). Brown v. board of Education, second round. https://www.nytimes.com/2006/12/10/weekinreview/10liptak.html. -
874 F.2d 1036. (1989, June 12). https://law.resource.org/pub/us/case/reporter/F2/874/874.F2d.1036.88-1279.html.
Yell, M., Rogers, D., & Lodge Rodgers, E. (1998). The legal history of special education. Remedial & Special Education, 19(4), 219.
From module titled "Some Basic Research for your Timeline
Assignment"
