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Brown v. Board of Education of Topeka Kansas (1954)

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Brown v. Board of Education of Topeka Kansas (1954)

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Common Name: Brown v. Board of Education

Year: 1954

Proceedings:

It accomplished the ruling that it is unconstitutional to separate public school children because of their race. Brown v. Board of Education eliminated the "separate but equal" concept that was brought forth by the 1896 Plessy v. Ferguson case and made racial segregation illegal in all United States public schools.

It is unique because in declaring "separate facilities are inherently unequal", congress additionally found that we cannot segregate on the bases of disability. This was very important in leading to the 1975 Federal Law, which declared that all children with disabilities must have free and appropriate access to public education. So, not only did this case lay ground work for racial desegregation in the classroom but it also helped lead to affording children with disabilities an appropriate and free education as well.

Implications:

Students: Brown v. Board of Education afforded all students access to the same educational opportunities.

Parents: While some white parents threatened to withdrawal their children from schools after the rulings, other white parents embraced the desegregation of public schools. Many Black parents wanted to see their children receive proper and equal educational opportunities but they worried for the safety of their children.

Teachers: Many Black educators were dismissed from their jobs and white teachers were given priority in the profession. While, the case denied exclusion among educational opportunities for students, it did not condemn exclusion of Black teachers in the classroom.

Everyone: Brown V. Board of Education did not end segregation throughout the country but it was a start to a larger movement. For many, the case forced reflection upon their personal values and beliefs. For children and families with disabilities, this case was very important in creating a future where everyone is given access to free and appropriate education in the United States.

Pillars of Special Education:

Free and Appropriate Education

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PARC v. Commonwealth of Pennsylvania (1972)

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PARC v. Commonwealth of Pennsylvania (1972)

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Common Name: PARC v. Commonwealth of Pennsylvania

Year: 1972

Proceedings:

It accomplished the security of a quality education for all children. PARC v. Commonwealth of Pennsylvania lead to the ruling that all students from age 6 to 21 years must be given access to a free and appropriate education.

It is unique because it was the first case to fight educational laws that excluded students with disabilities in the United States.

Implications:

Students: Students with disabilities could no longer be denied free and appropriate education.

Parents: After advocating for their children to be granted access to proper education, parents were pleased with the results of PARC v. Commonwealth of Pennsylvania.

Teachers: As a result of PARC v. Commonwealth of Pennsylvania teachers saw students with disabilities in their classrooms that they may not have taught prior.

Everyone: Society came to realize that human beings born with intellectual disabilities should have the same access to a free and appropriate education as the rest of the population.

Pillars of Special Education:

Free Appropriate Public Education

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Common Name: Rehabilitation Act

Year: 1973

Proceedings:

It accomplished formula grant programs vocational Rehabilitation services, supported employment, independent living, and client assistance. Specifically, section 504 of this case states that any schools that receive federal financial assistance must not discriminate against children with disablities.

It is unique because it covers a wide range of means of assistance through a grant program administered by the Rehabilitation Services Administration (RSA). The Rehabilitation Act is also unique because it actually began as a means to address the needs of veterans with disabilities but broadened the types of services it provided.

Implications:

Students: Students with intellectual disabilities received federal financial assistance to higher education institutions.

Parents: Parents of children with intellectual disabilities no longer had to worry if they could afford appropriate education for their children because colleges and universities funded by federal grants were forced to comply with PL 93-112 section 504.

Teachers: Teachers must provide appropriate education to all of their students which could appear as developing and implementing accommodation plans for students with disabilities.

Everyone: Everyone benefits from federal finical assistance ensuring appropriate education for all students.

Pillars of Special Education:

Least Restrictive Environment

Individualized Education Program

Non-discriminatory Identification and Evaluation

Free and Appropriate Public Education

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Common Name: The Individuals with Disabilities Education Act

Year: 1975

Proceedings:

It accomplished the creation of legal foundations to ensure all students receive quality education. This also requires educators to assess IEP's frequently to ensure that each Childs educational needs are being met.

It is unique because it truly demanded that schools and educators were held accountable for the education they provided all students. What is also unique about the Individuals with Disabilities Education Act, is that it created the "13 areas of eligibility" and also requires plans be made to meet the needs of all children.

Implications:

Students: For students with disabilities, the Individuals with Disabilities Education Act, afforded them access to IEP'S and FAPE.

Parents: The Individuals with Disabilities Education Act gave parents a role in the planning of their Childs IEP along side professionals. This case also ensured that their child would have access to an appropriate education no matter the cost.

Teachers: Teachers were held accountable by the Individuals with Disabilities Education Act. The case requires teachers to have a role in the planning of all students IEP's. Teachers had to help ensure that all children who fall under the "13 areas of eligibility" were given an appropriate education. Teachers were also required to make accommodations or revise students IEP's more frequently.

Everyone: The Individuals with Disabilities Education Act asked society to take more responsibility in providing free and appropriate education to all students. Teachers, parents, and professionals were asked to work together to create IEP'S for students. Schools were given federal funding to make sure every child was given the same education opportunities.

Pillars of Special Education:

Free and Appropriate Public Education

Non-discriminatory Identification and Evaluation

Least Restrictive Environment

Individualized Education Program

Parent Participation

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Board of Education of the Hendrick Hudson Central School District v. Rowley (1982)

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Board of Education of the Hendrick Hudson Central School District v. Rowley (1982)

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Common Name: Board of Education v. Rowley

Year: 1982

Proceedings:

It created the ability for students to have the maximum level of success in the classroom. The ruling of this case led to the idea that the all students should be getting an education that best meets the way they learn. The students, parents, and staff should be working together to design a way for the information to be taught in a format that seems appropriate to how the student learns.

It is unique because it is what established the right to an appropriate education, which is one of the pillars of special education. The decision of this court case was intended to make sure a child's education was tailored to their needs as opposed to just having a particular level of achievement to reach.

Implications:

Students: The students were able to be taught and learn to their own specific abilities thanks to this court case.

Parents: The parents could count on the fact that how their kid was being taught was appropriate to their learning level.

Teachers: A clearer framework for each student could be established after this case.

Everyone: No matter what relation you had to a school, you knew that the students were getting an education tailored to them in order for them to grow in years to come.

Pillars of Special Education:

Free Appropriate Public Education

Individualized Education Program

Least Restrictive Environment

Due Process

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Common Name: Education of the Handicapped Act Amendments of 1986

Year: 1986

Proceedings:

It brought several amendments to the Education of the Handicapped Act that was originally made. Public Law 99-457 expanded services to infants and toddlers, bringing early intervention services to special education. Not only did it bring these services, but also transition services to help students with disabilities move between school levels. This court case was very helpful to both the students and the families.

It is unique because it was another major court case in special education, similar to 94-142. 99-457 greatly expanded the age range and the number of services in special education.

Implications:

Students: At younger ages, students are able to start receiving the services they need both in and outside of school.

Parents: If parents are definite their child will need special education or special services, they don't have to worry about getting it years down the road.

Teachers: Students will come into their classrooms already knowing what they need to succeed in school instead of having to diagnose or solve it once they get into schooling.

Everyone: Thanks to this court case's decision, the ages special education and services are available too are so much more.

Pillars of Special Education:

Free and Appropriate Public Education

Individualized Education Program

Parent and Student Participation in Decision Making

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Daniel R.R. v. State Board of Education (1989)

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Daniel R.R. v. State Board of Education (1989)

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Common Name: Daniel R.R. v State Board of Education

Year: 1989

Proceedings:

It established a standard of bringing special education students into regular education student classrooms. The case created a boundary and way to separate instances where a free and appropriate education and least restrictive environment may interfere. If putting a special education student in a classroom of regular education students was going to or not going to hold them back from reaching their full potential, they would be placed accordingly.

It is unique because it reinforced the need for classroom placement to be tailored to the needs of the student instead of trying to put special education students in separate rooms all the time. The idea of a least restrictive environment was not the one singular priority.

Implications:

Students: Special education students were placed where they would thrive, whether it be partially in regular education classes, completely, or not at all. Free and appropriate education was balanced with a least restrictive environment.

Parents: The parents had the choice to put their child in the classroom environment/service they believed their child would thrive in most between regular and special education classrooms.

Teachers: The teachers could help make special education students feel more included when being able to be in a regular education classroom and still possibly getting the special attention they needed.

Everyone: A good balance between free and appropriate education and a least restrictive environment was established in the school systems.

Pillars of Special Education:

Free and Appropriate Education

Least Restrictive Environment

Parent and Student Participation and Decision Making

Zero Reject

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Common Name: Individuals with Disabilities Education Act (IDEA)

Year: 1990

Proceedings:

It ensured that children with disabilities access a free and appropriate public education (FAPE). The law requires that schools develop Individualized Education Programs (IEPs) for eligible students, which outline the student's educational goals and the services that will be provided to help them achieve those goals.

It is unique because it gave broad definitions of disabilities, mandated Individualized Education Programs (IEP), authorized the provision of related services, which may include speech and language therapy, occupational therapy, physical therapy, counseling, transportation, and assistive technology, emphasized that students with disabilities should be educated in the least restrictive environment possible, grants parents of children with disabilities numerous rights, including the right to be involved in the development and implementation of their child's IEP, the right to consent to evaluations and placements, and the right to due process if they disagree with decisions made about their child's education, and provided early intervention services for infants and toddlers (ages 0-3) with disabilities.

Implications:

Students: IDEA transformed the educational landscape for students with disabilities, ensuring they have the opportunity to reach their full potential.

Parents: empowered to play a more active role in their child's education, ensuring that their needs were met and that they had a voice in decision-making.

Teachers: role and responsibilities of teachers in educating students with disabilities. It provided them with increased training, support, and accountability, helping to ensure that all students had access to a free and appropriate public education.

Everyone: IDEA primarily focuses on the needs of individuals with disabilities, its benefits also extend to everyone in society. By promoting inclusion, improving educational quality, and increasing awareness and understanding of disability issues, IDEA helps to create a more just and equitable society for all.

Pillars of Special Education:

Least Restrictive Environment,

Parental and Student Participation in Decision Making

Free and Appropriate Public Education

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Common Name: Americans with Disabilities Act (ADA)

Year: 1990

Proceedings:

It accomplished making it illegal for employers to discriminate against qualified individuals with disabilities, leading to increased employment opportunities for people with disabilities, requiring businesses and public facilities to make reasonable accommodations for individuals with disabilities, such as providing wheelchair ramps, Braille menus, and accessible restrooms. This has made it easier for people with disabilities to participate fully in society, and mandates for public transportation systems to be accessible to people with disabilities, including buses, trains, and airports. It required telephone companies to provide relay services for people with hearing impairments, allowing them to communicate effectively with people who are hearing normal. It raised awareness of the challenges faced by people with disabilities and has helped to promote greater acceptance and inclusion of individuals with disabilities in society.

It is unique because ADA covers a wide range of activities, including employment, public accommodations, transportation, and telecommunications. It prohibits discrimination based on disability, requires businesses and other entities to take proactive measures to ensure accessibility and inclusion. It being effectively enforced by the Department of Justice and through private lawsuits lead to significant improvements in accessibility and inclusion for individuals with disabilities across the United States. It has also helped to shift societal attitudes towards individuals with disabilities through promoting awareness and understanding of disability issues. The ADA has contributed to a more inclusive and accepting society.

Implications:

Students: with disabilities have the same opportunities as their peers without disabilities. It has helped to create a more inclusive and accessible educational environment for all students.

Parents: Did not directly address parental rights or responsibilities, its broader impact on society had positive implications for parents of children with disabilities. By creating a more inclusive and accessible environment, the ADA helped to support families and improve the quality of life for individuals with disabilities.

Teachers: Have indirect implications for teachers by ensuring that they have a safe and accessible workplace and that students with disabilities have equal access to education.

Everyone: ADA primarily focused on improving the lives of individuals with disabilities. Its benefits also extended to everyone in society. By creating a more inclusive and accessible environment, the ADA helped to foster a greater sense of community and belonging for all.

Pillars of Special Education:

Zero Reject

Due Process

Nondiscriminatory Identification and Evaluation

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Oberti vs. Board of Education of the Borough of Clementon School District (1992)

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Oberti vs. Board of Education of the Borough of Clementon School District (1992)

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Common Name: Oberti v. Board of Education of the Borough of Clementon School District

Year: 1992

Proceedings:

It accomplished shaping special education policy and practice in the United States. It helped shift the focus from segregation to inclusion and encouraged schools to provide greater support and accommodations for students with disabilities in regular classrooms. While the Oberti case did not mandate full inclusion for all students with disabilities, it established a strong precedent for greater integration and participation in regular education settings.

It is unique because it reaffirms the Individuals with Disabilities Education Act (IDEA)'s requirement that students with disabilities be educated in the least restrictive environment possible. This means that segregation in separate classrooms should be a last resort, and every effort should be made to include students in regular education settings. The court emphasized the importance of developing comprehensive and individualized education plans (IEPs) for students with disabilities. These plans should outline the specific services and accommodations necessary to help the student succeed in the classroom. The Oberti case also reinforced the rights of parents to advocate for their children's education and to be involved in the decision-making process regarding their child's placement and services. The Oberti decision was crucial in shaping the United States' special education policy and practice. It helped shift the focus from segregation to inclusion and encouraged schools to provide greater support and accommodations for students with disabilities in regular classrooms.

Implications:

Students: Provided with appropriate education in the least restrictive environment possible, with individualized support and accommodations. This led to more inclusive and equitable educational opportunities for students with disabilities.

Parents: Provided with a stronger legal foundation to advocate for their children's educational rights and ensure that they receive appropriate services.

Teachers: Helped to create a more inclusive and supportive learning environment for these students and ensure they received the individualized attention and support they needed to succeed.

Everyone: Oberti v. Board of Education positively impacted all students, not just those with disabilities. It reinforced the importance of inclusion, individualized education plans, and parental involvement, which are essential principles for a high-quality education for everyone.

Pillars of Special Education:

Free and Appropriate Public Education

Zero Reject

Nondiscriminatory Identification and Evaluation

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Common Name: Individuals with Disabilities Education Act Amendments of 1997

Year: 1997

Proceedings:

It accomplished introducing the Manifestation Determination Review process, which requires schools to determine if a student's misconduct is a direct result of their disability. If it is, the school cannot exclude the student from education for more than 10 days without providing alternative services. The law allowed for interim alternative educational placements for up to 45 days if a student's behavior poses a substantial risk of injury to themselves or others. The law clarified the standard for determining if a student's behavior poses a substantial risk of injury, making it more specific and easier to apply.

It is unique because made several important changes to the IDEA, addressing a wide range of issues related to the education of students with disabilities. The law introduced the Manifestation Determination Review process, which requires schools to determine if a student's misconduct is a direct result of their disability. This helps to ensure that students with disabilities are not punished unfairly for behaviors that may be related to their disability. It expanded the definition of early intervention to include children up to age 3. This provides more opportunities for young children with disabilities to receive support and services that can help them develop their skills and prepare for future learning.

Implications:

Students: Can no longer be punished unfairly for behaviors related to their disability, and have more access to transportation.

Parents: Allowed to get their children into intervention at an earlier age

Teachers: Allowed to use more assistive technology to help their students reach their education goals

Everyone: Ensured that students with disabilities receive appropriate education and support, while also addressing concerns about discipline and transition planning.

Pillars of Special Education:

Free and Appropriate Public Education

Zero Reject

Nondiscriminatory Identification and Evaluation

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Cedar Rapids Community School District v. Garret F. (1999)

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Cedar Rapids Community School District v. Garret F. (1999)

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Common Name: Cedar Rapids Community School District v. Garret F.

Year: 1999

Proceedings:

It accomplished and concluded that the Individuals with Disabilities Education Act (IDEA) required the school district to provide "school health services," which are provided by a "qualified school nurse or other qualified person," but not medical services, which are limited to services provided by a physician.

It is unique because it that ruled that the 1990 Individuals with Disabilities Education Act requires school boards to provide continuous nursing services to disabled students who need them during the school day.

Implications:

Students: Students would be provided school health services.

Parents: Parents would not need to pay for the services during school.

Teachers: Teachers are able to continue teaching students with specific needs.

Everyone: The school pays for the services which allows students to be able to continue to go to school.

Pillars of Special Education:

Free and Appropriate Public Education

Zero Reject

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Common Name: The No Child Left Behind Act of 2001

Year: 2001

Proceedings:

It accomplished and 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.

It is unique because it allows for inclusion of all and every student.

Implications:

Students: The education of students improved.

Parents: Parents are empowered and their choice is expanded.

Teachers: It increased test scores.

Everyone: It helped reform schools and change school culture.

Pillars of Special Education:

Nondiscriminatory Identification and Evaluation

Free and Appropriate Public Education

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Common Name: Individuals with Disabilities Education Improvement Act of 2004

Year: 2004

Proceedings:

It accomplished an increase in the focus on accountability and improved outcomes by emphasizing reading, early intervention, and research-based instruction by requiring that special education teachers be highly qualified.

It is unique because it authorizes state and local aid for special education and related services for children with disabilities.

Implications:

Students: Students receive a free education and gives rights and protection to students with disabilities till age 21.

Parents: Parents also have rights.

Teachers: Teachers are highly qualified to work with students with disabilities.

Everyone: It guarantees an education to students with cognitive, emotional, and physical disabilities.

Pillars of Special Education:

Free and Appropriate Public Education

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Common Name: ADA Amendments Act of 2008

Year: 2008

Proceedings:

It accomplished that the definition of disability should be construed in favor of broad coverage of individuals to the maximum extent permitted by the terms of the ADA and generally shall not require extensive analysis.

It is unique because it redefines the term "disability," including by defining "major life activities" and "being regarded as having such an impairment."

Implications:

Students: Students are not defined by their disability.

Parents: Gives parents a better and more broad opportunity to know if their child has a disability or not.

Teachers: Teachers have more opportunity to know whether or not a student has a disability since the term is more broad.

Everyone: It broadens the definition of disability.

Pillars of Special Education:

Zero Reject