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Segregation of students by race was unlawful. Students with disabilities should not be excluded from public education. This was the start of students with disabilities being included in public education.
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This case made it that students should have IQ tests done in their primary language, meaning that students that were not proficient in English would not be placed in intellectual disability programs based on their language barrier.
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This case made it so every child with an intellectual disability, from age 6-21, was guaranteed free public education. If preschool was made available for children without intellectual disabilities, it also needed to be available for children with intellectual disabilities.
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This case extended on the Pennsylvania case, making free public education guaranteed to ALL children with disabilities. This also extended to specialized instruction that matched their specific needs, safeguards were put in place, and planned parental notifications of evaluations and changes in plans.
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A civil rights law that prohibits the discrimination of students with disabilities. Accommodations or modifications may be necessary for an equal educational opportunity.
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Any school accepting federal funds must provide equal access to education and a free meal to children with disabilities. Schools also had to perform evaluations on children with disabilities and create an educational plan with parent involvement.
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This case started evaluations for the least restrictive environment for children with disabilities and special needs. The two-prong test for determining the least restrictive environment was put in place.
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This act permits the parents of children with disabilities to participate in the evaluation and formation of an individualized education program (IEP). It gives the parents the right to a hearing run by the State Education Department if they deem the IEP unacceptable. This act also ensures that teachers keep the parents informed of all decisions regarding the child’s education. It also includes that parents, educators, evaluators, experts, etc., all work together.
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This act increased availability, access to, and funding for assistive technology. This act was reauthorized in 1994 and 1998. In 1998, It was reaffirmed that technology could help improve the lives of Americans with disabilities
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This act placed a lot of accommodations for students with disabilities. Restrooms, entrances/exits of buildings, telephones, drinking fountains, etc., all needed to be accessible to everyone, including students with disabilities.
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General classrooms with assistive/supplemental aids or services must be offered to a student with disabilities before considering segregated placements. Students were not to be excluded from a general classroom due to needs of assistive services, or curriculum modifications.
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EHA was renamed to IDEA and amendments were made to improve the act. In 2004, IDEA was amended again. These amendments raised standards for special education teachers and also had local school districts shift 15% of the special education’s funds to general educations if students from minority groups were placed in special education for reasons other than having a disability.
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This act changed the focus of the Technology-Related Assistance for Individuals with Disabilities Act. In 2004, states were now required to provide direct aid to individuals with disabilities and ensure they had the access to the technology needed for their success.
