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ESEA - or Public Law 89-10 - initiated the role of the federal government in protecting and providing disadvantaged students with equal access to public education. Under this act, low-income students were served (free and reduced lunches, additional teachers, access to high-quality education programs) and special education centers were created.
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The VRA - or Public Law 93-112, Section 504 - defined the following two terms: handicapped person and appropriate education. Section 504 protects qualified individuals with disabilities from discrimination and allows them equal opportunity to receive benefits and services, such as accomodations and modifications in and outside academic settings.
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The amendments for ESEA under Public Law 93-380 required states to have a plan for all disabled children. Furthermore, these amendments addressed the following: nondiscriminatory testing and evaluating, due process procedures for students and parents, and program funding for gifted and talented students.
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More comprehensive than previous legislation, EAHCA - or Public Law 94-142 - required that all students, regardless of their disability, were to receive a free and appropriate public education. The needs of students with learning disabilities would be observed and address through receiving an individualized education program (IEP) and special education.
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IDEA - or Public Law 101-476 - replaced EAHCA, established "people-first" language, and extended special education services to include social work, assistive technology, and rehabilitation services. IDEA also added two categories of disability (autism and TBI), provided bilinguial education programs, and help transitioning students with disabilities for employment.
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Public Law 105-17 reauthorizes IDEA by modifying the construction of IEPs (such as the inclusion of a proactive behavior management plan) and enhancing the educational accountability of students with disabilities. Special education staff were allowed to assist students in the general education classroom, and general education teachers were required to be part of the IEP team under this law.
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IDEIA - or Public Law 108-446 - requires states to provide a free appripriate public education (FAPE) n the least restrictive enivornment (LRE) and allows districts to use a response-to-intervention (RTI) model to determine whether or not a child has a specigic learning disability. Also addressed under this act are an increase in funds to provide early interventions for infants and toddlers (from birth to age three).
