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In 1954 one of the most famous United States Supreme Court cases took place. Known as Brown v. Board of Education, the court ruled "separate-but-equal" education to be illegal. This ruling paved the way for integration and was monumental in the development of educational institutions across the country.
Signed into law in 1990, the Americans with Disabilities Act (ADA), "mandated that individuals with disabilities should be provided with “reasonable accommodations” in the workplace, and that such individuals could not be discriminated against" (Mastropieri & Scruggs, P. 12, 2014). ADA has built a base for providing disabled individuals with reasonable accommodations and nondiscriminatory treatment for students enrolled in secondary education and beyond.
In 1982 the Supreme Court justified that "free and appropriate education" be provided in all public schools. They also ruled that public institutions must provide appropriate special education services to students who require them. Yet another pivotal step in providing necessary services to all students and limiting segregation among the public school population.
Section 504 of the Vocational Rehabilitation Act of 1973 was crucial given its impact on funds being made available for students with disabilities. Specifically this act is, "a civil rights law that prevents discrimination against individuals with disabilities by any institution that receives federal funds and provides for a free, appropriate public education" (Mastropieri & Scruggs, P. 10-11, 2014). Although there had been various acts before this Mastopieri and Scruggs point out that Section 504 provides equal opportunity in all aspects of education.
In 2004 the Individuals with Disabilities Education Act (IDEA) implemented a variety of amendments that have since shifted the actions educational institutions take with special education students. These amendments include teaching licensure, early intervention funding, IEP meetings, and research-based practice, among others. These principles are crucial to the continued development of our education on this field and the assistance our institutions provide for these populations.
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In 1992 the federal district court ruled that school districts were ruled to first consider regular class placement, with supplementary aids and services, before considering alternative placements (Mastropieri & Scruggs, P. 10, 2014).
I believe the past few decades have paved many new pathways for students who have disabilities. When we look at this brief timeline we are able to see just a small portion of the various steps legislators, educators, institutions, and cohorts alike have taken to insure this population of students is provided an equitable and fair education. Luckily, I see similar steps being taken in the future. As our education evolves, so will our classrooms and the development of the inclusion of students with disabilities. Our curriculum's will be designed to incorporate students and they will be provided resources that are vital to developing students with disabilities. Thus, these students will be better prepared to be productive in society and more prone to succeed in a competitive, engaged, and interactive atmosphere. As a result, we must continue to promote inclusion and education in our primary and secondary institutions.
In 1972 Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania took place. PARC had fought for equal opportunities for children suffering from disabilities and the court ruled in their favor. The court found a right to education for with disabilities on the basis of due process and equal protection. Thus, their denial of education had violated the 14th amendment.
Passed in 1984, the Perkins Act was directed to assist in the distribution of funds in schools. The act, "mandates that 10% of all vocational education funding must be for students with disabilities" (Mastropieri & Scruggs, P. 11, 2014). Though there had been laws to help schools support the disabled population, this was one of the first ones that forced institutions to focus a specific percentage of its funding towards special needs students. Among this distribution was the acknowledgment of secondary support provided for disabled students.
The History and Progression of Inclusion Timeline will provide insight to landmark cases that have taken place, important legislation that has been enacted, the history of RTI, my own idea of what inclusion will look like in educational institutions over the next century, and various other items of information in between.
First passed in 1975 as the Education for All Handicapped Children Act, this law has been renamed the Individuals with Disabilities Education Act (IDEA). Despite multiple names IDEA has been crucial in providing free education and appropriate related services to students with disabilities. Also, it requires Individualized Education Programs (IEPs) for each student (Mastropieri & Scruggs, P. 11, 2014). This act has worked to override institutions ability to limit attendance to students with disabilities and is known to be one of the major special education laws.
Response to Intervention (RTI) is a multilevel system used to address students in a multitude of ways that is individualized and more likely to promote student success. Mastropieri & Scruggs write, "The RTI model holds promise for the achievement of all students by providing early attention and intervention programs to students from a diversity of backgrounds" (P. 153, 2014). Thus, by addressing these students in a beneficial manner they must correctly identify students who may potentially be at-risk so they can work to treat them before any further academic issues occur. By using different tiers within RTI, educators are able to better and more efficiently monitor student progress and performance.
Mastropieri, M. A., & Scruggs, T. E. (2014). The inclusive classroom: Strategies for effective instruction (5th ed.). Pearson.