-
https://www.cec.sped.org/Policy-and-Advocacy/Current-Sped-Gifted-Issues/Elementary-and-Secondary-Education-Act
It applies to children who are in need support of benefiting from public Schools. Initiatives for low income families. -
Handicapped and appropriate education; was put in place to correct the problem of discrimination against people with disabilities.
-
It is a state funding for students with disabilities and for students that are highly achieved, process the right for children and their families.
-
It’s a least restrictive environment. Assured a free applicable public education for students with disabilities. It also includes students with IEPs; Ages (5-18)
-
This act shows that there is given early intervention for those with disability to toddlers of ages birth through 2 years old. Free and acceptable education for ages (3-5).
-
Regardless of the student’s ability, the IDEA states that children with disabilities are eligible for a free public education. The IDEA also requires transition services and planning.
-
George W. Bush was the one to sign this law (ADA). This law had mandatory access in public transportation, communication and in several other public lives. This law also includes AIDS as a disability.
-
President Clinton signed this law for students with disabilities to receive the services they needed. This law developed IEP’s to help students improve educational results, educating students in the same age group that are nondisabled.
-
https://www.youtube.com/watch?v=0--2nhsDorg
This law was known for Elementary and secondary education act of 1965. Increases greater flexibility for states, school districts, and schools. It also implements early reading interventions. -
https://www.youtube.com/watch?v=3XMndYNEGFA The education of all Handicapped children. Provides a least restrictive environment with disabilities must be educated in the same setting most likely the same age peers without disability where a student can be successful with support. This law ensures free and appropriate education.
