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all persons considered mentally retarded could benefit from education and training
schools provide free, public programs to educate and train that “appropriate to the child's capacity.”
”a regular public school class” was more beneficial to a child than a “special public school class”; a special class in a public school was more beneficial than any other
If children were assigned to any class other than “regular public school class”, they were to be evaluated every two years. -
… children who had disabilities were not to be denied admission, suspended, expelled, reassigned or transferred from regular public school classes without due process of law. A census of all children in the District of Columbia was to be completed to discover any children who were not attending public school. Each child was to have a periodic educational review.
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This law became known as the “Bill of Rights” for students identified with disabilities and their families. PL 94-142 required states that received federal funds to provide to their students with disabilities…
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Required students have a transition plan by the age of 16 years with activities and interagency linkages for living arrangements, vocational training, and/or additional education. Added social work and rehabilitation counseling as related services. Added autism and traumatic brain injury as disability categories.
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added ten changes to the previous law regarding discipline, participation in the general education curriculum and state assessments, transition planning, assistive technology, related services and structure of the IEP.
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Protection in evaluation Free Appropriate Public Education (FAPE) Zero reject/No exclusion Least Restrictive Environment (LRE) Procedural Safeguards Parental Participation