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This case challenged the states ability to exclude mentally disabled children from access to free education. It got the ball rolling for children with mental disabilities to have access to education which later would influence any child with disabilities and their rights to education. Source: Teaching Students who are exceptional, diverse, and at risk 6th edition
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This case was similar to the PARC case in that it required the schools to end discrimination against those with disabilities. It went further and mandated schools to provide "adequate educational services" and "adequate alternative education services". It required schools to provide curricula, objectives, teacher qualifications, and any supplimental services that may be needed. (Important to the drafting of P.L. 94-142)
Source: Teaching Students who are exceptional, diverse, and at risk 6th ed. -
This act (P.L. 93-112) defined the terms "handicapped person" and "appropriate education". It prevents any organization that uses federal funds or any local or state organization from discriminating against people based on a disability. It forced organiztions to provide equal opportunities ALL people, including with disabilities, in order to receive federal funding. It forced them to accept and comply with the law. Source: Teaching Students who are exceptional, diverse, and at risk 6th ed.
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FAPE! It defined free and appropriate public education. It required schools to provide sufficient support for students with disablilities as to make it level with the education of their peers. Those whom have a disability no longer have to be sequestered into another room for all their education. Source: Teaching Students who are exceptional, diverse, and at risk 6th ed.
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P.L. 99-457. This extended free and appropriate education for children with disabilities ages 3 to 5. It also created early intervention programs for children with disabilities ages birth to 2. It is important so that these children have the opportunity to develop skill that would otherwise be denied to them, such as communication skills or social skills. Source: Teaching Students who are exceptional, diverse, and at risk 6th ed.
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Act that established 'people first' language meaning we aren't defined by a disability. It provided rights of due process and confidentiality for individuals with disabilities. IDEA expanded the list of those protected under the law to include autism and traumatic brain injury. It reuired states to provide bilingual education programs. It took a big step in creating transitional programs for those with disabilities. Source: Teaching Students who are exceptional, diverse, and at risk 6th ed.
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IDEA now requires schools to ensure students with disabilities have equal access to the general education curriculum. It requires the general education teacher to be a part of the IEP team. We know our students as a person; we must defend them. It requires students with disabilities to take part in state testing. It requires a behavior management plan to be part of an IEP for those with behavior problems. Source: Teaching Students who are exceptional, diverse, and at risk 6th ed.
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This act increased accountability for schools, districts, and states for the monitoring of all students. It offered parents and students school choice for schools that were deemed failing the student. It also implemented early reading interventions. This is important because in the past (and sometimes still) the laws were made but not followed. Source: Teaching Students who are exceptional, diverse, and at risk 6th ed.
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P.L. 108-446. Implements response-to-intervention (RTI) model to determine if a child has a disability. This act raised standards for special education licensure. It also takes a stand against discrimination for support against those of minorities (race and ethnicity). This is making a stand that every child needs support not just those who are privilaged. It also defines the term "least restrictive environment". Source: Teaching Students who are exceptional, diverse, and at risk 6th ed.
