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While all of these steps laid out a framework for student equality and proper support within their education. Current policies continue to address many of the issues special needs students face on a daily basis within the education system.

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The Chapman et al. v. California Department of Education decision ensured that all students with disabilities receive necessary accommodations when taking diploma exams.

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No Child Left Behind act is enacted and supports the ideas of the Individuals with Disabilities Education Act. This act mandates schools and districts to achieve certain Adequate Yearly progress or AYP.

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The Gaskin v. Pennsylvania Department of Education case required schools to provide supplementary aids and services to students before committing to and restrictive arrangements for the student's education.

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Going v. Doe case set a precedent that schools could not expel a special needs student due to poor behavior, Therefore protecting the right to education for all special needs students.

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A decision made in the

suit titled The Irving Independent School District v. Tatro required schools to provide necessary aids and services for students with disabilities.

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The Board of Education of the Hendrick Hudson School District v. Rowley was a stepping stone to establishing the definition of "appropriate". education for students with disabilities.

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The Elementary and Secondary Education Act, or ESEA is passed and lays out a framework for the development of special education policies and practices.

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Research being conducted regarding special education show evidence that the practices of the time were morally and educationally incorrect. The findings of the research raised concerns that the special education system needed to be reformed.

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Brown v. Board of Education was a ruling regarding mostly racial segregations in school, but it also laid the groundwork for equality within education that advanced special education policies for students with disabilities.

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Beattie v. Board of Education in Wisconsin let schools deny students with disabilities their education. Saying it was affecting the other children's education.

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Perkins School for the Blind was founded in Watertown, Massachusetts by Samuel Gridley Howe. Teaching their students how to read Braille, along with other academic content, letting them be able to participate in society.

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The Education for All Handicapped Children Act (Public Law 94-142) was passed, protecting the rights of people of all ages meeting their specific needs. This act was later revised and called the Individuals with Disabilities Education Act (IDEA) in 1990. Making more revisions in 2004 coming back to the same act keeping it up to date with new interpretations of the IDEA.

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The first school for the deaf was founded in Hartford, Connecticut. The American School for the Deaf was originally called the American Asylum for the Education and Instruction of the Deaf. This school was founded by Laurent Clerc and Thomas Hopkins Gallaudet. Teaching students American Sign Language in order to interact with society.

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Thomas Jefferson proposes a two-track educational system, with different tracks in his words for "the laboring and the learned." Scholarship would allow very few of the laboring class to advance.

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The Cambridge Conference focuses on reforming math education for all grades and abilities. The "Cooperative Research Act" and the "Elementary and Secondary Education Act" funded this new development of curriculum.

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The Committee of Ten on Secondary School Subjects forms another committee on mathematics to better prepare college bound students.

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Education in this time consisted of mostly literacy and training college bound elites. However, there were some schools that taught arithmetics for business purposes.

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The California mathematic standards were established. They provided teachers with a clear framework of mathematical skills and concept to teach students. Reviewed by a team of mathematicians from Stanford University. These standards received strong support from all groups, mathematicians, educators, and parents.

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The NCTM released An Agenda for Action in order to fix the falling test scores from the 1980s. This action included for schools to focus on problem solving skills in mathematics. These standards were later revised in 2000 titled Principles and Standards for School Mathematics.

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After the launch of Sputnik, the National Defense Education Act (NDEA) passed in congress increasing the number of STEM and foreign language majors, and the increase of instruction on public schools for math and science subject area.

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The "New Math" movement starts to introduce more modern mathematical theories and abstract reasoning. This movement changes the traditional teaching methods trying to enhance the students' understanding of mathematical principles. This went on through the 1960s, where mathematicians were actively involved in the schools for math curricula.

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Life Adjustment Movement emerges with support from various educators that non-academic courses should be integrated into schools. These programs would focus on more everyday life skills rather than classic academics.

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Activity Movement gains popularity, by the integration of various subjects in elementary schools. This movement stops the separations of instruction and encourages a more student centered approach to learning.

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Mathematical Association of America (MAA) releases a report that recognizes the importance of algebra in secondary schools. This report was later known as the 1923 Report. It was delayed due to World War 1, but collected 625 page volume called, The Reorganization of Mathematics for Secondary Education, published in 1923.

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The National Council of Teachers of Mathematics (NCTM) was created to keep mathematics moving forward inside the curriculum. "Keeping the values and interests of mathematics before the educational world". (C.M. Austin President of NCTM 1920)