-
Brown v. Board of Education
Although Brown v. Board of Education is mostly remembered with racial implications, the notion of "separate but equal" it overturned, on the basis that separate is "inherently" unequal, has repercussions on later special education legislation. Link text -
Public Law 88-164
This legislation authorized funds for training professionals, research and demonstration. Through it the federal government accepted responsibility for providing appropriate education for students with disabilities. It spurred 30 years of further legislation. Kirk, S. A., Gallagher, J. J., & Coleman, M. R. (2015). Educating Exceptional Children (14th ed.). Stamford, CT: Cengage Learning. Link text -
Section 504 of the Rehabilitation Act of 1973
This legislation states it is illegal to deny participation in a program or activity on the basis of a disability. It also may be used to qualify a child with problems such as failing grades, a pattern of suspensions, or chronic misbehavior for additional support. It "acts as a bridge between general and special education (Kirk et al., 2015). Kirk et al., 2015 Link text -
Public Law 94-142
This legislation was designed to ensure "all handicapped children have available to them a free appropriate public education which emphasizes special education and related services designed to meet their unique needs (Education for All Handicapped Children Act, 1975, p. 35). Kirk, S. A., Gallagher, J. J., & Coleman, M. R. (2015). Educating Exceptional Children (14th ed.). Stamford, CT: Cengage Learning. Link text -
Public Law 99-457
This legislation added on to Pl 94-142 by allocating federal funds for intervention with special education from birth onward (in response to the increasing realization that early intervention was crucial for both children and their families). Kirk, S. A., Gallagher, J. J., & Coleman, M. R. (2015). Educating Exceptional Children (14th ed.). Stamford, CT: Cengage Learning. Link text -
Javits Act
This legislation "provided a small sum of money to support research and demonstration programs that focused on the special needs of gifted students from economically disadvantaged circumstances, from culturally or linguistically diverse families, or with disabilities (Kirk et al., 2015)". It also "helped with the development of alternative identification methods designed to measure intellectual ability in special populations more adequately (Kirk et al., 2015)". Kirk et al., 2015 -
Americans with Disabilities Act
This legislation "extends civil rights to persons with disabilities" regardless of race, national origin, gender, or religion (Kirk et al., 2015). Kirk, S. A., Gallagher, J. J., & Coleman, M. R. (2015). Educating Exceptional Children (14th ed.). Stamford, CT: Cengage Learning. Link text -
No Child Left Behind Act
This legislation, while not targeted specifically at children with disabilities, affected all students so much it is imperative to mention. This legislation put emphasis on standardized testing to prove a minimum level of competency - a level some students with disabilities might not be able to reach in one year, no matter how hard they try. (Kirk et al., 2015) Link text -
Individuals with Disabilities Education Act (IDEA)
This legislation reauthorized the original legislation of 1975 and strengthened it by ensuring quality of teachers (must now have full license and expertise), implementing IEP standards, and including transition planning. This provided the infrastructure the modern special education system relies upon. (Kirk et al., 2015) Link text -
American Recovery and Reinvestment Act
This legislation provided one-time funds to "improve the delivery and quality of early intervention services," resulting in $500 million in federal funds towards children with disabilities from birth to age 2 and $400 million in funds towards children with disabilities aged 3 to 5 (Kirk et al., 2015). Kirk et al., 2015 Link text -
Every Student Succeeds Act
This law, which replaces the No Child Left Behind Act, does not eliminate standardized testing but does enact some provisions while giving more power to individual states, especially in how they account for student achievement. Link text
