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1. Non-Discrimination in Programs Conducted and Funded by the Federal Government

2. 1973

Accomplished that "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination." This affects any program that receives Federal financial assistance.

This section is unique because each Federal Agency has its own set of section 504 regulations.

4. This helped disabled students because it provided them with equal access to higher education institutions and they could receive federal financial assistance.

5. A pillar that is part of this law is LRE. This pillar is called Least Restrictive Environment and is where a student with a disability should be placed in a classroom with others that do not have a disability. In a college classroom students with disabilities and those without should all have an equal education.

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1. The Americans with Disabilities Act

2. 1990

This law was created to make sure that private employers with more than 15 employees do not discriminate against qualifies individuals with disabilities.

This law is unique because it makes sure that people with disabilities have the same opportunities and equal access to employment.

4. This was very beneficial because there were people who were being discriminated against when it came to finding jobs, so this made it not possible for employers to legally discriminate.

5. Procedural Safeguards would be a pillar that this law falls under. The law is protected.

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1. Amendment of Americans with Disabilities Act

2. 2008

Clarifies the proper interpretation of the term “disability” in the ADA and fulfills congressional intent to restore the broad scope of the ADA by making it easier for individuals to establish that they have a disability within the meaning of the statute.

Eliminated discrimination against individuals with disabilities and provided broad coverage for all.

4. Prohibited discrimination for students with disabilities in schools, public and private schools.

5. Non-discrimonatory Identification and Evaluation

This made sure that all students with disabilities would receive equal education as those who were not disabled.

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1. Education for All Handicapped Children Act

2. 1975

Supports states and localities in protecting the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children, and youth with disabilities and their families.

Before this act was passed, only 1 in 5 children with disabilities were educated in schools. This law helped so that all children were educated

4. This benefited all children with disabilities in schools. They were all given the education and help that they needed. The education fit their disabilities.

5. Free and Appropriate Public Education

This act was part of this pillar because it ensured that all children with disabilities would receive a no-cost education no matter what.

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1. Education of the Handicapped Act Amendment

2. 1986

Addressed early intervention and mandated that individual states provide services to families of children born with disabilities from the time they are born.

This act still directly is effective in classrooms to this day. This also goes along with IEPs.

4. This was important to students because this law made sure that students with disabilities were given an equal and free education.

5. Free and Appropriate Public Education and IEP

This follows with the FAPE pillar because disabled students were always given a free education. It also follows an IEP because students and families had a service that allowed them to help and follow along with their kids disabilities to make them on track.

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1. Individuals With Disabilities Education Act of 1990 (IDEA)

2. October 30, 1990

3. The proceedings:

This law reauthorized P.L. 94-142 and changed the name to "individuals", got rid of the word handicapped and replaced it with disability (person-first theme) and expanded the disability categories to include traumatic brain injuries (TBI) and Autism.

It is amendment is unique because it changed the wording and terminology of the original law. It changed more than just rights, it meant that people's minds were changing about children with disabilities.

4. Implications:

This law was beneficial because it changed the terminology of the original law and it also makes the original law more inclusive by expanding the disability categories.

5. Pillars of Special Education:

This law addresses the pillar for Non-Discriminatory Identification because it advocates for better representation of individuals with disabilities by rewording the original law and expanding the disability categories within the law.

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1. Amendments to the Individuals with Disabilities Education Act

2. 1997

3. Proceedings:

This amendment required students with disabilities to be included, with accommodations when necessary, in state and districtwide assessment programs.

This law was unique because it was designed to ensure that all students receive a "free appropriate public education" in the "least restrictive environment".

4. Implications:

This law was beneficial because it was intended to improve results for children with disabilities and their families.

5. Pillars of Special Education:

This law addresses the pillar for Individualized Education Program (IEP) because it is requiring that students with disabilities are provided accommodations and yearly assessments.

This law also addressed the pillar for Least Restrictive Environment (LRE) because it is referring to creating a classroom setting that provides students with equal learning opportunities.

This law also addresses the pillar for FAPE because it advocates to ensure that students with disabilities receive education that meets their academic needs.

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1. The Individuals with Disabilities Education Improvement Act

2. 2004

3. Proceedings:

This amendment reauthorized the original Individuals with Disabilities Education Improvement Act (IDEA) saying that the major federal statute authorizing funds for special education and related services for children with disabilities, and providing detailed due process provisions to ensure that these children receive a free appropriate public education.

This act expanded the use of mediation, services to resolve differences in opinion between parents and professionals, Tourette's syndrome added to the disability category of OHI (other health impaired)

4. Implications:

This law was beneficial because it permits LEAs to use up to 15%of their IDEA Part B funding for early intervening services for children who have no been identifies as children with disabilities "but who need additional academic and behavioral support to succeed in a general education environment".

5. Pillars of Special Education:

This law addresses the FAPE pillar because it ensures that children with disabilities are provided with free public education that meets their academic needs.

It also addresses Due Process Safeguards because it ensures that the children and their parents are included in the decision-making process regarding placement, educational records, and student evaluation.

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1. No Child Left Behind Act

2. 2001

3. Proceedings:

This law held schools accountable for children's learning and achievements. This law was also controversial because it penalized schools that didn't show improvement.

This law is unique because it changed the federal government's role in kindergarten through grade twelve education by requiring schools to demonstrate their success in terms of the academic achievement of every student.

4. Implications:

This law is a very controversial law because it penalizes schools if they don't show improvement which is shown through standardized testing and it puts a lot of pressure on teachers to teach according to what is going to be on those tests which decreases the quality of teaching/learning. It can be seen as beneficial because the schools are being held accountable for their quality of education based on the results from standardized testing.

5. Pillars of Special Education

This law addressed the pillar for Non-Discriminatory Identification and Evaluation because it involves evaluating students using assessment methods for placement.

This law also addresses the pillar for Free and Appropriate Public Education (FAPE) because it involves providing public education that meets the students' academic needs.

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1. PARC V. Pennsylvania

2. 1971

3. Proceedings:

This Supreme Court Case resulted in the state agreeing to provide a free public education for children with intellectual disabilities.

This case is unique because it was one of the first cases to establish that people born with and intellectual disability should have the same access to education as everyone else.

4. Implications:

This court case is beneficial because it ruled that the state could not deny an individual's right to equal access to education based on an intellectual or developmental disability status.

5. Pillars of Special Education:

This court case addressed that Free and Appropriate Public Education (FAPE) because it advocated for a free public education for children with intellectual disabilities.

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1. Board of Education V Rowley

2. 1982

3. The proceedings

1. In a 6–3 decision, the Court held that public schools are not required by law to provide sign language interpreters to deaf students who are otherwise receiving an equal and adequate education.

2. The case is unique because it established the legal standard for determining whether a school district is providing a "free appropriate public education" (FAPE) to students with disabilities under the Education for All Handicapped Children Act

4. Implications

1. Under the Rowley Standard, the expectation is not necessarily that students achieve to their maximum potential, or that they will receive instruction and services that give them the ideal conditions for academic success, but rather that instruction and services are appropriately designed, considering the individual student’s needs and strengths, to give the student a reasonable opportunity to access the curriculum and make progress toward appropriate academic goals.

5. Pillars of special Education

1. (FAPE)The case clarified that FAPE does not require schools to maximize the potential of students with disabilities but rather to provide services that are reasonably calculated to enable the student to receive educational benefits.

2. (IEP) The decision emphasized the role of the IEP as a key component in ensuring an individualized and tailored education plan for each student with a disability.

3. Parental Participation-The case acknowledged the role of parents in the special education process, particularly in the development of the IEP.

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1. Daniel R.R v State board of Education

2. 1989

3. Proceedings

1. Daniel R.R. was influential in the movement to favor mainstreaming students with disabilities rather than excluding them.

2. Is a landmark law that created a platform for including children with disabilities in normal classes

as well as in extracurricular activities.

4. Implications

1. This law will forever help students that want to mainstream with other students.

5. Pillars of special Education

1. Least Restrictive Environment (LRE)- for one student is not necessarily applicable to all students with the same disability. Daniel eating and playing with other kids that have no disabilities.

2. Parent Participation- you can argue without the parents of Daniel this law might not be here.

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1. 1 Oberti v Board of Education

2. 1992

3. Proceedings

1. This case accomplished IDEA's mandate for placing students with disabilities in the least restrictive environment appropriate to meet their educational needs.

2. The case is unique because its focused examination of the (LRE) provision, its emphasis on individualized decision-making and consideration of supplementary aids, and its establishment of a balancing framework, providing valuable guidance for future cases related to inclusive education for students with disabilities.

4. Implications

1. The case highlighted the importance of involving parents in the decision-making process, particularly in the development of Individualized Education Programs (IEPs).

2. The case affirmed the importance of inclusive education for students with disabilities, emphasizing that placement in the least restrictive environment is a key principle of the Individuals with Disabilities Education Act (IDEA).

5. Pillars of Special Education

1. Least Restrictive Environment (LRE):The court clarified that, whenever possible, students with disabilities should be placed in regular education classrooms with appropriate support services rather than in more restrictive settings.

2. Parental Involvement:Parents were recognized as key participants in decisions about the educational placement of their children, contributing to the collaborative and individualized nature of the process.

3. Appropriate Supplementary Aids and Services:The court's decision highlighted that inclusion should involve not only placing students in regular education classrooms but also providing the necessary supports to facilitate their success.

1 Oberti v Board of Education

1992

Proceedings

This case accomplished IDEA's mandate for placing students with disabilities in the least restrictive environment appropriate to meet their educational needs.

The case is unique because its focused examination of the (LRE) provision, its emphasis on individualized decision-making and consideration of supplementary aids, and its establishment of a balancing framework, providing valuable guidance for future cases related to inclusive education for students with disabilities.

Implications

The case highlighted the importance of involving parents in the decision-making process, particularly in the development of Individualized Education Programs (IEPs).

The case affirmed the importance of inclusive education for students with disabilities, emphasizing that placement in the least restrictive environment is a key principle of the Individuals with Disabilities Education Act (IDEA).

5. Pillars of Special Education

Least Restrictive Environment (LRE):The court clarified that, whenever possible, students with disabilities should be placed in regular education classrooms with appropriate support services rather than in more restrictive settings.

Parental Involvement:Parents were recognized as key participants in decisions about the educational placement of their children, contributing to the collaborative and individualized nature of the process.

Appropriate Supplementary Aids and Services:The court's decision highlighted that inclusion should involve not only placing students in regular education classrooms but also providing the necessary supports to facilitate their success.

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1. Ceder Rapids v Garret F

2. 1999

3. Proceedings

1. In a 7-to-2 decision, the Court held that if the services in question are "related" to keeping the child with disabilities in school and able to access educational opportunities available to others IDEA funded school districts must provide such services

2. What makes this case unique is that it requires school boards to provide nursing services to disabled students who needs them during the school day.

4. Implications

1. this case will make it so students will receive the extra care that the need in their respect area.

2. The parents involved in this case got the care for their child but also for children all over the United States.

5. pillars of Special Education

1. FAPE

2. LRE

3. Parent Participation