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Maternal and Child Health and Mental Retardation Planning Am
Transcript of Maternal and Child Health and Mental Retardation Planning Am
Act was enacted by Congress to implement recommendations of the President’s Panel on Mental Retardation. It contained funding for the development of research centers, university-affiliated facilities, and community facilities whose purposes were to expand the knowledge and services available for persons with intellectual disability.
Elementary and Secondary Education Act of 1965 (P.L.89-10)
Original federal commitment to improving education for elementary and secondary-age students identified as “educationally disadvantaged,” a group of students having diverse educational needs, which also included children with disabilities. ESEA authorized an initial budget for programs to assist disadvantaged children, instructional materials, centers for educational innovation and research, and state educational agencies. The funding program enabled residential facilities to obtain additional teachers, supplemental personnel, and sorely needed equipment.
Education of the Handicapped Act of 1970 (P.L. 91-230)
Consolidated the existing grant programs related to children with disabilities, including Title Vl from ESEA of 1966.
Education of the Handicapped Act Amendments of 1974 (P.L. 93-380)
The Amendments affected almost all aspects of education because they directed the states to develop state plans. These state plans were to include time tables toward providing full educational opportunities to children with disabilities. EHA required that procedural safeguards be used to protect children during identification, assessment, and placement decisions give preference to placing children into regular classes whenever possible.
Developmental Disabilities Assistance and Bill of Rights Act of 1975 (P.L. 94-103)
1963 Act was amended to include a Bill of Rights for Persons with Disabilities. The amendments expanded the scope of the act to include a functional definition of disability, development of state plans that included provisions for Deinstitutionalization, state grants for services, and development of State Developmental Disabilities Councils to provide each governmental entity with input from consumers of the services being planned.
Education for All Handicapped Children Act of 1975 (P.L. 94-142)
EAHCA combined a bill of rights for children with disabilities with federal funding for the increased educational responsibility placed on the states to fully educate these children. The Act was developed to meet the needs of a specific class of children (ages 3-5) who, according to congressional findings, were not receiving the appropriate educational services necessary for success in society. The legislation has eight parts that provide the basic definitions, requirements, and procedural safeguards for the provision of educational services for children with disabilities.
Handicapped Children’s Protection Act of 1986 (P.L. 99-372)
Handicapped Children’s Protection Act of 1986 was enacted to void this decision by providing for the award of attorney’s fees to prevailing parties according to the court’s discretion.
Education of the Handicapped Act Amendments of 1986 (P.L. 99-457)
The EHA Amendments were enacted providing an expansion of the original legislation. Part B was expanded to include services to children with disabilities ages 3-5. Part H provided funding for the planning and implementation of early intervention programs for young children with special needs.
Individuals with Disabilities Education Act of 1990 (P.L. 101-476)
The title of the law was changed from the Education of the Handicapped Children’s Act to the Individuals with Disabilities Education Act now known as IDEA. The change reflected the use of “people first” language, which is the accepted language when referring to persons with disabilities. Part B was expanded to include services to children with disabilities ages 18-21. The law added services both transition services, assistive technology, rehabilitation counseling, and social work services. The rights under the law were expanded to include children with autism and traumatic brain injury.
Individuals with Disabilities Education Act Amendments of 1991 (P.L. 102-119)
October 1991 the IDEA Amendments were passed by Congress. The purpose of these amendments was to reauthorize Part H and change it to the Early Intervention Program for Infants and Toddlers with Disabilities. Big changes were made to transition of children from the Part H programs to preschool services. Instead of requiring an IEP for children age birth to 3, the amendments required an Individualized Family Service Plan.
Individuals with Disabilities Education Act Amendments of 1997 (P.L. 105-17)
This Amendment of IDEA focused on school safety and to increase parental participation and reverse the trend of increasingly antagonistic parent-school relationships. The law protects the educational rights of students with disabilities who are violent or dangerous while enabling educators to more easily remove such students from their current educational placement. The bill also requires schools to include students with disabilities in local, state, and district assessments, thus ensuring accountability for students with special needs, and increases the amount of information to be included in the IEP. It also revamps the way schools receive federal funding.
Individuals with Disabilities Education Improvement Act of 2004 (P.L. 108-446)
The new law preserved the basic principles underpinning IDEA and its civil rights guarantees, but also made some significant changes . Some of the changes are Requirement that all special education teachers be highly qualified, Provisions for reducing paperwork, Revised state performance goals, compliance monitoring to focus on student performance, homeless will receive an appropriate education, changes in procedural safeguards, and Extension to toddler services. The changes to IDEA may be seen as an attempt to reduce the conflict between IDEA and No Child Left Behind Act.
Rehabilitation Act of 1973 (P.L. 93-112)
This act authorized federal support for the rehabilitation and training of persons with intellectual and physical disabilities. The goal of these services was to assist the individual with disabilities in obtaining employment and full participation in society.
Americans with Disabilities Act of 1990 (P.L. 101-336)
ADA is viewed as one of the most comprehensive pieces of legislation enacted since the passage of a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities. ADA mandates reasonable accommodations be provided for individuals with disabilities within the public and work environment.
No child Left Behind Act of 2001 (P.L. 107-110)
This Act is one of the most sweeping changes to education in generations. The purpose is that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments. The No Child Left Behind Act seeks to close the achievement gap by holding states, local school districts, and schools accountable for improving the academic achievement of all children. This act has lofty goals, many parents and education professionals are concerned that in the rush to reach these goals and meet the state standards required by this federal initiative, students with disabilities will be placed at risk.
Rosa’s Law 2010 (P.L. 111-256)
Rosa’s Law removes the terms “mental retardation” and “mentally retarded” from federal health, education, and labor policy and replaces the terms with less stigmatizing language of “individual with an intellectual disability” and “intellectual disability.”