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Special needs students were expelled from school due to facial abnormalities and drooling. The students mental capacities were fine, but teachers and fellow students were nauseated by this student physical conditions.
Showed how students with disabilities were discriminated against in schools
A landmark court case that overturned Plessy v. Ferguson case saying that “Separate is not equal”. This case encouraged the formation of many advocacy groups to inform the public of need of special education programs.
-Gave the parents of special needs students a leg to stand on to show how their children did not receive equal education
Sided in favor of students with intellectual and learning disabilities in state-run institutions. The PARC called for students with disabilities to be places in publicly funded school settings that met their individual educational needs, based on a proper and through evaluation.
- Gave students with learning disabilities a voice in the courts and were given the opportunity to speak for their case.
The court ruled that students with disabilities must be given a public education even if the students are unable to pay for the cost of the education. The case established that all children are entitled to free public education and appropriate presentation of material to their learning needs.
-Made FAPE a requirement not a courtesy for those students who needed a more adaptive education style
This act made sure that all students with disabilities are educated in public schools. EAHCA included providing free educations, special education for children 3-21, regardless of type and severity of the disability, provided procedural safeguards, and mainstreaming, educating students with disabilities with their peers
This is extremely important as it made more provisions for FAPE and helped to solidify the ruling from Mills case in 1971
A landmark case that designed the Rowley Two-Part test in determining whether free and appropriate education is being met according to a student IEP. The two part test consists of questions asking if the school fulfilled the procedures of IDEA and is the IEP developed through the procedures of the act. If these two questions are answered correctly, then FAPE and IDEA have been met.
This is important because it helped set up a way to hold schools accountable for the way they are attempting to fulfill IDEA and FAPE.
Introduced the process of using IEP, Individualized Education Plans, into schools. Added provisions and safeguards for children from birth to age five. Introduced and early intervention plan for children with special needs.
Helped expand the age range from school age to earlier. Helped provide safeguards for those children who may need help earlier on so as to not fall too far behind.
Landmark document issued by the office of special education and Rehabilitative services. A movement during the 1980s to try and correct the limitations of IDEA by eliminating separate special education programs and creating one system of general education in which students with disabilities were to be supported within general education classrooms. Shifted schools from mainstreaming to inclusion.
Helped remove the stigma around students with disabilities, gave them a chance to develop socially with their peers
The act promises people with special needs will have the same rights as everybody else. This includes both school and work. This act also stated that people with special needs cannot be discriminated against in schools, the workplace, and everyday society such as public transportation.
Helped make sure that all places were accessible to people with disabilities. This Act moves past the classroom in contribution as it helps all people with disabilities be able to go to all places with little to no limitations
-Original IDEA was put into action in 1990. The individuals with disabilities Education Act was also signed into law by George W. Bush. This law includes 6 pillars: FAPE, LRE, IEP, evaluation, parent/student participation, and all procedural safeguards for participants. This law also has 4 sections. Introduced first person language, changed the term handicapped to disability, and supported student transitions from school to work.
- 1997 Amendments recognized that students mainly spent their day in a general education classroom, and in turn now required a students general education teacher be in the IEP meetings. Students with disabilities still need to be assessed by state standards, they receive the same assessment as their peers just with alternative instruction
Brought all previous legislation under one umbrella for the most part, streamlined expectations and regulations for schools, and recognized the importance of general education classrooms
No Child Left Behind was signed into law by President George W. Bush. It called for schools to be accountable for all students, and that accountability was measured through assessments. Introduced the concept of a highly qualified teacher and the traits they must posses, a bachelors degree, certificate in teaching in their state, and competence in their subject areas. New ways to track progress of students were introduced as well, such as Adequate Yearly progress.
NCLB was one of the most important new education legislation as it made schools accountable for students success and introduced new ways to track their students progress.
Was a reauthorization of IDEA, it required schools to use research based interventions in the process of assisting students with learning difficulties, or determining eligibility for special education. Many schools have implemented Response to Intervention. Adjusted IDEA (1997) to align with NLCB. Required teachers to be highly qualified in core academic concepts. Also introduced changes to the IEP process, due process for students and student discipline.
Helps schools identify those students whose diasbilities may go otherwise unnoticed. Also introduced ways to help educators make sure the IEP process runs smoothly