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In the 1950s and 1960s, the Federal government, with the strong support and advocacy of family associations, such as The ARC, began to develop and validate practices for children with disabilities and their families. These practices, in turn, laid the foundation for implementing effective programs and services of early intervention and special education in states and localities across the country.
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This law helped train leaders to educate children with mental retardation.
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This law helped to train instructional personnel for children who were deaf or hard of hearing.
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This law provided states with direct grant assistance to help educate children with disabilities.
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This law authorized support for exemplary early childhood programs.
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This law signed by President Ford mandated that public schools provide services for all "handicapped" students. Schools were required to evaluate children and create an educational plan that paralleled the academic experience of their non-disabled peers.
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These amendments to EHA mandated that states provide programs and services from birth.
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These amendments supported initiatives for transition services from high school to adult living.
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These amendments changed the name to the Individuals with Disabilities Education Act (IDEA).
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These amendments specified that transition planning should begin at age 14. It also mandates that schools report progress to parents of children with disabilities as frequently as they report to parents of non-disabled children.
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This law updated the previous IDEA that mandates equity, accountability and excellence in education for children with disabilities.
