# data[].attributes.body
As I close this project, I’m filled with gratitude for the advocates, educators, and families who made today’s opportunities possible. The ADA and IDEA aren’t just laws—they’re living reminders of what can happen when people believe in access, belonging, and the potential of every learner.

For me, this work is personal. It’s about my own children and every student who deserves to be seen, supported, and celebrated. Understanding where special education began helps me see where I want to go as a teacher—to keep building classrooms that honor every child’s strengths and humanity.

# data[].attributes.body
Hartford, CT.

First permanent school for students with disabilities in the US.

Big Idea-Students with disabilities can learn in formal settings!

Originally known as "Connecticut Asylum for the Education of Deaf and Dumb Persons"

# data[].attributes.attachment_link.title
American School for the Deaf - Wikipedia

# data[].attributes.body
Welcome to The Roots of Special Education.

This project is deeply personal to me—as both a mother and a future ESE teacher. Learning about the people, events, and laws that shaped special education has reminded me how far we’ve come, and how many families had to fight for the rights my children have today.

Through this Padlet, I’ve explored the history, key moments, influential individuals, laws, and organizations that changed the way our country views disability, equity, and inclusion. Understanding these roots isn’t just history—it’s a reminder of why advocacy, awareness, and compassion matter in every classroom. My hope is that as you explore, you will see how these milestones connect to the classrooms we teach in today and be inspired to continue the advocacy that began long before us.

# data[].attributes.headline
Section 504 of the Rehabilitation Act-1973

# data[].attributes.subject
Section 504 of the Rehabilitation Act-1973

# data[].attributes.body
The first federal civil rights law signed in 1973-even though it wasn't actually implemented until 1977.

Two main purposes of Section 504:

1) Prohibits discrimination against people with disabilities in any program that receives federal funding-libraries, school, housing, etc.

2)People with disabilities must receive reasonable accommodations and equal access to educational opportunities.

A 504 Plan is written for students with disabilities to remove barriers and meet their needs.

Accommodations are NOT the same as modifications! Students on a 504 Plan don't need special education services-only an IEP can provide those modification.

A disability under Section 504 is defined as a physical or mental impairment that greatly limits a major life activity of a person-a pretty broad definition.

And it only took four years, and 120 people with disabilities who protested relentlessly for 28 days to get the signed legislature enforced (insert massive eye roll, and a big eye roll).

# data[].attributes.attachment_link.description
Learn more about Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of disability in programs or activities that receive federal financial assistance from the U.S. Department of Education.

# data[].attributes.headline
Section 504... gives us 504 Plans. What are those?

# data[].attributes.subject
Section 504... gives us 504 Plans. What are those?

# data[].attributes.body
This three-minute video with Melody Musgrove, EdD, former official in The U.S. Department of Education, gives you the key takeaways of 504 Plans.

# data[].attributes.headline
Education for all Handicapped Children Act-1975

# data[].attributes.subject
Education for all Handicapped Children Act-1975

# data[].attributes.body
This act establishes the legal framework and transforms education for children with disabilities. Public schools receiving federal funds must provide EQUAL ACCESS to education for students with disabilities. Includes: FAPE, requires schools to develop IEPs for each child, placement in LRE, fair and comprehensive evaluations, parental involvement and due process.

# data[].attributes.attachment_link.readable_text
Highlights

Amendments to the Education of the Handicapped Act to improve educational services in local public schools for children with mental, physical, emotional, and learning handicaps require that free appropriate public education be available for all handicapped children. Schools are required to evaluate a child's special needs, develop an individualized education program for the child, involve the child's parents, and educate the handicapped child along with nonhandicapped children as much as possible. The Bureau of Education for the Handicapped (BEH) has estimated that twice the number of handicapped children needing special education exist as those identified by the States. In trying to get States to increase the number of children identified and reported, BEH has shown little concern for possible mislabeling and overcounting of children. Overcounting children by the States could affect the appropriation and distribution of Federal funds, and erroneously labeling children as handicapped could have a stigmatizing effect. The eligibility criteria for children with only minor impairments, such as speech impediments need to be defined in the law. It is difficult to determine whether a program is a related service or special education under the standards. A speech impairment might not be an impairment which adversely affects a child's educational performance, a criteria for special education. The requirements for individualized education have not been met. Program goals of serving all handicapped children will not be met due to inadequate funding by the States and an inability to find needed special education personnel. Many of the difficulties in adequately and promptly implementing the Act's requirements occurred because of State and Federal management problems. GAO will propose that Congress clarify whether children who are receiving only speech therapy or other related services are eligible for coverage. In view of the difficulties the States are having in funding the programs, Congress may wish to consider providing incentives to stimulate State and local funding or increase Federal funding for the program. A decision to exempt those children from coverage under the Act whose impairments have not adversely affected their educational performance could increase the chances of reaching the law's goals sooner, if funding is not reduced.

# data[].attributes.attachment_link.title
The Education for All Handicapped Children Act of 1975

# data[].attributes.attachment_link.description
Highlights Amendments to the Education of the Handicapped Act to improve educational services in local public schools for children with mental, physical, emotional, and learning handicaps require that free appropriate public education be available for all handicapped children.

# data[].attributes.headline
Individuals with Disabilities Education Act (IDEA)- 1990, 1997 Reauthorization,  2004 Reauthorization

# data[].attributes.subject
Individuals with Disabilities Education Act (IDEA)- 1990, 1997 Reauthorization,  2004 Reauthorization

# data[].attributes.body
1990-Previously Education for all Handicapped Children Act (1975=1990), Reauthorized and renamed as Individuals with Disabilities Education Act (IDEA)

IDEA is the primary federal law that guides special education in the United States.

"Handicapped" becomes "disabled".

Transition services begin at the age of 16.

Autism and traumatic brain injuries are added to the list of accepted disability categories

1997 Reauthorization-Focus is on meaningful education for students with disabilities, not just access.

Students with disabilities should be taught in general education classrooms, and they cannot be excluded without justification.

Flexibility in discipline-even if a student is temporarily removed due to serious behavioral issues, services for the student are still required.

Increases parent involvement in educational planning and decision making.

IEPs-Benchmarks and annual goals for the students must be included. A general education teacher must be included as part of the IEP team, promoting collaboration between special educators and general educators. Parents are also part of the IEP team and they are involved in educational planning and decision making. The student's need for assistive technology is a required consideration for the IEP team.

Mediation services are offered by the State to resolve disputes between parents and schools.

Transition planning begins at age 14.

Students with disabilities are included in state and district assessments.

These amendments created a pivotal shift for how education was approached for students with disabilities.

2004 Reauthorization-Renamed Individuals with Disabilities Education Improvement Act of 2004

Aligned with IDEA and No Child Left Behind Act, the focus is accountability and assessment requirements.

Special Education teachers must be "highly qualified".

Academic progress of students with disabilities is tracked to make sure they're achieved academic progress, plus...assessments and data collection are required for students to hold schools accountable.

IEPs must use research based instruction.

Emphasis on Early Intervention for toddlers and and infants.

RTI (response to intervention)-allows for earlier intervention.

Transition Planning Requirements-all students with IEPs are required to go through this process to prepare them for the transition from school to post-school activities.

Transition planning starts before the age of 16, and is based on the student's strengths, interests, and preferences.

Summary of Performance (SOP)-a summary of student performance that includes that is reviewed at the student's final transition meeting. The SOP also includes transition needs for the student and recommendations on how to help them achieve their secondary goals.

# data[].attributes.attachment_link.title
Individuals with Disabilities Education Act - Wikipedia

# data[].attributes.attachment_link.description
The Individuals with Disabilities Education Act (IDEA) is a piece of American legislation that ensures students with a disability are provided with a Free Appropriate Public Education (FAPE) that is tailored to their individual needs. IDEA was previously known as the Education for All Handicapped Children Act (EHA) from 1975 to 1990. In 1990, the United States Congress reauthorized EHA and changed the title to IDEA.[1] Overall, the goal of IDEA is to provide children with disabilities the same opportunity for education as those students who do not have a disability.

# data[].attributes.body
A landmark Supreme Court Case.

Segregation is unconstitutional! Focused on race, but laid the groundwork for students with disabilities ensuring equal access to education.

# data[].attributes.attachment_link.description
EnlargeDownload Link Citation: Brown v. Board of Education of Topeka, Opinion; May 17, 1954; Records of the Supreme Court of the United States; Record Group 267; National Archives. View All Pages in the National Archives Catalog View Transcript In this milestone decision, the Supreme Court ruled that separating children in public schools on the basis of race was unconstitutional. It signaled the end of legalized racial segregation in the schools of the United States, overruling the “separate but equal” principle set forth in the 1896 Plessy v. Ferguson case. On May 17, 1954, U.S.

# data[].attributes.headline
1965-Elementary and Secondary Education Act (ESEA)

# data[].attributes.subject
1965-Elementary and Secondary Education Act (ESEA)

# data[].attributes.body
Money for schools! Provided federal funding for schools, although focused on low-income students, and set the stage for future support of students with disabilities. Designed by Lyndon B. Johnson. (Later replaced by NCLB, then NCLB became ESSA)

# data[].attributes.body
Judith Heumann takes on the Board of Education of New York City after she is denied her teaching license because of her physical disability. This was the first disabled rights case brought to federal court, and resulted in Judy becoming the first disabled teacher in a wheelchair to ever teach in New York City.

# data[].attributes.headline
1971-PARC v Commonwealth of Pennsylvania

# data[].attributes.subject
1971-PARC v Commonwealth of Pennsylvania

# data[].attributes.body
The Pennsylvania Association for Retarded Citizens (PARC), filed a class-action lawsuit against the Commonwealth of Pennsylvania-the first right-to-education case in the nation to overturn State law. This suit successfully overturned a state law that excluded children with intellectual disabilities from public schools. The resulting consent decree laid the groundwork for the Education for All Handicapped Children Act (EAHCA), which later became The Individuals with Disabilities Education Act (IDEA). Just as importantly, it secured the right for a free and appropriate public education for students with intellectual disabilities.

# data[].attributes.attachment_link.title
Pennsylvania Association for Retarded Citizens (PARC) v. Commonwealth of Pennsylvania | The Public Interest Law Center

# data[].attributes.attachment_link.description
In 1971, we brought the seminal lawsuit Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania, the first right-to-education suit in the country, to overturn that Pennsylvania law and secure a quality education for all children.

# data[].attributes.body
No matter the cost, schools are obligated to provide education to all children with disabilities.

# data[].attributes.attachment_link.title
Mills v. Board of Education of District of Columbia - Wikipedia

# data[].attributes.headline
1973-Section 504 of the Rehabilitation Act

# data[].attributes.subject
1973-Section 504 of the Rehabilitation Act

# data[].attributes.body
Provides reasonable accommodations for people with disabilities giving them equal access to learning and school activities. First civil rights law that protects students with disabilities from disability discrimination in programs receiving federal funding.

# data[].attributes.attachment_link.readable_text
By Andrew M.I. Lee, JD

At a glance

Section 504 of the Rehabilitation Act of 1973 is a civil rights law that bans disability discrimination.

It's also the law that provides 504 plans.

Under Section 504, students with disabilities have the right to reasonable accommodations.

If your child has learning and thinking differences, you may have heard of a law with an odd-sounding name: Section 504 of the Rehabilitation Act of 1973. What does this law do? And how can it help your child?

Section 504 Fact Sheet PDF

The Rehabilitation Act of 1973 was the country's first civil rights law for people with disabilities. Section 504 is the part of that law that gives your child important rights in public and private schools. Read on to learn more.

The Purpose of Section 504

Section 504 has two main purposes. One is about removing barriers for students with disabilities in K-12 public schools. The other is about protecting kids and adults with disabilities from discrimination in school settings and beyond.

1. Provide FAPE for students with disabilities in K-12 public schools. FAPE stands for "free appropriate public education." Under Section 504, "appropriate" means providing supports to give a child access to the same education their peers are getting.

If the school determines that a child is eligible under Section 504, it must provide appropriate services and supports. This happens through a 504 plan, again at no cost to parents.

The goal of 504 plans is to remove barriers to learning for students with disabilities. Schools must meet the needs of these students just as they meet the needs of students without disabilities.

Keep in mind that "appropriate" has a slightly different meaning under Section 504 than it does under IDEA, which also guarantees FAPE. Under IDEA, it means providing special education services through an IEP to meet a child's unique needs. Learn about the differences between IEPs and 504 plans.

2. Prohibit discrimination against people with disabilities in "programs and activities" that get federal funding. "Programs and activities" refers to anything done by the federal government, from running national parks to collecting taxes. But it also covers many private organizations you might not think of.

For example, Section 504 applies to airports. It applies to housing funded with federal grants. And it applies to all K-12 public schools, and most private schools and colleges, so long as they receive federal funding (most do).

Section 504 also gives people the right to reasonable accommodations in these programs and activities. Accommodations are changes that give people equal access-for example, providing an audiobook version of a national park guide.

However, the law also says that people with disabilities don't have a right to accommodations that would "fundamentally alter" an activity. Nor do they have the right to accommodations that create an "undue burden." For example, adding an extra base in baseball might be a fundamental alteration to baseball. But many accommodations for people with learning and thinking differences, like using text-to-speech to help with reading, don't fundamentally change an activity.

Protections Under Section 504: Who's Eligible

Section 504 is very broad in who it covers. It protects any student who has "a physical or mental impairment which substantially limits one or more major life activities." Life activities can include everyday activities like eating, sleeping and walking. But they can also include learning, concentrating, thinking and communicating.

Most kids with learning and thinking differences are protected by Section 504. The law can cover students with learning disabilities like dyslexia, and those with ADHD, anxiety and many other challenges.

It's important to know that kids are protected even if they take medication that helps with their symptoms. Section 504 also protects kids who are perceived as having a disability, even if they don't have one.

Here's an example: The director of the school choir tells the assistant director not to pick a certain child for choir because the child has trouble paying attention and the director doesn't want "ADD kids." It doesn't matter whether the child does or doesn't have ADHD. It still counts as discrimination.

The Relationship of Section 504 to Other Laws

ADA extends Section 504's protections to employers and to public spaces. These include places like stores and museums. ADA and Section 504 cover the same people. So, if your child is covered by 504, ADA protections also apply.

IDEA is different. It can offer students an IEP with special education services tailored to their unique needs. However, it's harder to qualify for IDEA than for Section 504. Just because a child is protected by Section 504 doesn't mean that child is protected by IDEA. And IDEA doesn't apply to college.

How to Access Protections Under Section 504

If you think your child has been discriminated against because of a disability, there are steps you can take. You can file a complaint to the Office for Civil Rights (OCR) for the U.S. Department of Education. (Check out the OCR website for more information.) You can also file a lawsuit, though it can be expensive. And it's important to talk to an attorney before doing so.

Key takeaways

The two main purposes of Section 504 are to prohibit disability discrimination and to provide FAPE to K-12 students with disabilities.

Section 504 applies to public schools, as well as to most colleges and private schools.

Most kids with learning and thinking differences are protected by Section 504.

About the author

Reviewed by

# data[].attributes.attachment_link.title
Section 504 of the Rehabilitation Act of 1973

# data[].attributes.attachment_link.description
Section 504 of the Rehabilitation Act of 1973 is a civil rights law that bans disability discrimination. It's also the law that provides 504 plans. Under Section 504, students with disabilities have the right to reasonable accommodations.

# data[].attributes.headline
1975-Education for All Handicapped Children Act (EAHCA)

# data[].attributes.subject
1975-Education for All Handicapped Children Act (EAHCA)

# data[].attributes.body
Lays the foundation! FAPE required in LRE is a requirement for all students with disabilities. (Later renamed Individuals with Disabilities Education Act-IDEA)

# data[].attributes.attachment_link.readable_text
The Education for All Handicapped Children Act (sometimes referred to using the acronyms EAHCA or EHA, or Public Law (PL) 94-142 was enacted by the United States Congress in 1975. This act required all public schools accepting federal funds to provide equal access to education and one free meal a day for children with physical and mental disabilities. Public schools were required to evaluate children with disabilities and create an educational plan with parent input that would emulate as closely as possible the educational experience of non-disabled students. The act was an amendment to Part B of the Education of the Handicapped Act enacted in 1966.

The act also required that school districts provide administrative procedures so that parents of disabled children could dispute decisions made about their children's education. Once the administrative efforts were exhausted, parents were then authorized to seek judicial review of the administration's decision. Prior to the enactment of EHA, parents could take their disputes straight to the judiciary under the Rehabilitation Act of 1973. The mandatory system of dispute resolution created by EHA was an effort to alleviate the financial burden created by litigation pursuant to the Rehabilitation Act.

PL 94-142 also contains a provision that disabled students should be placed in the least restrictive environment-one that allows the maximum possible opportunity to interact with non-impaired students. Separate schooling may only occur when the nature or severity of the disability is such that instructional goals cannot be achieved in the regular classroom. Finally, the law contains a due process clause that guarantees an impartial hearing to resolve conflicts between the parents of disabled children to the school system.

The law was passed to meet four huge goals:

1. To ensure that special education services are available to children who need them

2. To guarantee that decisions about services to students with disabilities are fair and appropriate

3. To establish specific management and auditing requirements for special education

4. To provide federal funds to help the states educate students with disabilities

EHA was revised and renamed as Individuals with Disabilities Education Act in 1990 for improvement of special education and inclusive education.

Functional relationship between EHA, the Rehabilitation Act, and the equal protection clause

The Supreme Court decided that EHA would be the exclusive remedy for disabled students asserting their right to equal access to public education in Smith v. Robinson, 468 U.S. 992 (1984). The petitioner, Tommy Smith, was an eight-year-old student who had cerebral palsy. The school district in Cumberland, Rhode Island originally agreed to subsidize Tommy's education by placing him in a program for special needs children at the Emma Pendleton Bradley Hospital. The school district later decided to remove Tommy from that program and send him to the Rhode Island Division of Mental Health, Retardation and Hospitals, which was severely understaffed and underfunded. This transfer would have effectively terminated Tommy's public education. Tommy's parents appealed the school district's decision through the administrative process created by EAHCA. Once the administrative process was exhausted, the Smiths sought judicial review pursuant to the EAHCA, § 504 of the Rehabilitation Act, and 42 U.S.C. § 1983.

The United States Supreme Court held that the administrative process created by EHA was the exclusive remedy for disabled students asserting their right to equal access to education. "Allowing a plaintiff to circumvent the EHA administrative remedies would be inconsistent with Congress' carefully tailored scheme...We conclude, therefore, that where the EHA is available to a disabled child asserting a right to a free appropriate public education, based either on the EHA or on the Equal Protection Clause of the Fourteenth Amendment, the EHA is the exclusive avenue through which the child and his parents or guardian can pursue their claim." The court based its decision on a contextual analysis of the applicable statutes. To permit a student to rely on § 504 or the § 1983 would be to effectively eliminate the EHA, because it would circumvent the EHA's requirement that petitioners first exhaust their administrative options before seeking judicial intervention.

In the face of this Supreme Court decision, the United States Congress passed an amendment to the EHA which explicitly overruled the Supreme Court's decision in two ways: (1) The amended law allowed parents to collect attorney's fees upon winning a case against the school. (2) The amended law permitted parents to bring a lawsuit under either EHA, § 504, or § 1983 once the administrative remedies had been exhausted.

In the 1980s, the Reagan administration attempted to weaken EHA, but Patrisha Wright and Evan Kemp, Jr. (of the Disability Rights Center) led a grassroots and lobbying campaign against this that generated more than 40,000 cards and letters. In 1984, the administration dropped its attempts to weaken EHA; however, they did end the Social Security benefits of hundreds of thousands of disabled recipients.

Breakthrough:Federal Special Education Legislation, 1965-1981, Edwin W. Martin, Bardolf& Co., Sarasota, FL. 2013.

Legislation: Understanding and Using Statutes (ISBN 1-58778-950-7)

Smith v. Robinson, 468 U.S. 992 (1984)

Gregory, R., J. (2007). Psychological Testing: History, Principles, and Applications. Psychological Testing and the Law. 5th ed.

# data[].attributes.attachment_link.title
Education for All Handicapped Children Act

# data[].attributes.attachment_link.description
The Education for All Handicapped Children Act (sometimes referred to using the acronyms EAHCA or EHA, or Public Law (PL) 94-142 was enacted by the United States Congress in 1975. This act required all public schools accepting federal funds to provide equal access to education and one free meal a day for children with physical and mental disabilities.

# data[].attributes.body
April 5th, 1977

While rallies and protests were happening all over the country-as a response to the government failing to implement Section 504-San Francisco activists took it to another level. For 28 days, more than 120 people with disabilities occupied the Health, Education, and Welfare Building and refused to leave until their demands were met-sign AND implement Section 504 of The Rehabilitation Act. These protests spread all the way to Washington DC and put pressure on officials until their demands were met.

This sit-in protest was organized by a group of disability rights activists and paved the way for The Americans with Disabilities Act.

# data[].attributes.attachment_link.readable_text
What Sparked the 504 Protests?

The protest was sparked by the government's failure to implement Section 504 of the Rehabilitation Act of 1973. The Rehabilitation Act was the first major disability rights legislation to be passed, over 15 years prior to the Americans with Disabilities Act. Section 504 of the Rehabilitation Act prohibited discrimination against people with disabilities in programs and activities receiving federal funding. This included things like libraries, transportation services, schools, etc.

Section 504 states,

No otherwise qualified individual with a disability in the United States, as defined in section 705(20) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal Service.

Despite Section 504 of the Rehabilitation Act being signed into law by President Richard Nixon (albeit after being vetoed twice), Section 504 had not been fully enforced, leaving people with disabilities without the necessary accommodations and access to public services. It remained unenforced and unaddressed for 4 years. This was in large part due to businesses and organizations lobbying against implementing Section 504, arguing that it was burdensome and unfair to expect them to implement accessibility or else lose federal funding.

One of the 504 Sit-in participants Corbett Joan O'Toole shared, "At that time in history, there was simply no access-no right to an education, no public transit. You couldn't get into a library or city hall, much less a courtroom." Disabled people wanted to see the government committed to disability inclusion and access. The disabled activists warned that if Joseph A. Califano Jr., who served as the Secretary of Health, Education, and Welfare during President Jimmy Carter's administration, didn't take action by April 4th, nationwide protests would ensue.

On April 4th, 1977, after the government did not sign the regulations into law, protests took place all over the country. In San Francisco, over 500 disabled individuals and their allies attended a rally on San Francisco's Civic Center Plaza.

Image Description: Hundreds of disabled protestors and allies gather in San Francisco's Civic Center Plaza.

Image Credit: The Disability Rights Education and Defense Fund

Image description: Demonstrators with a sign reading "Sign 504 now."

Image Credit: Anthony Tusler

Why San Francisco's 504 Protest Was Different

Most of the protests happening across the country ended that day. However, the story in San Francisco was different. Following the San Francisco rally, nearly 150 people with disabilities streamed into the Health, Education, and Welfare (HEW) Federal Building. They began climbing to the fourth floor where the HEW regional offices were located. Over 120 activists occupied the building, and they refused to leave the federal building until their demands were met, even when threatened with arrest and eviction.

Image Description: Protestors enter the HEW building

Image Credit: The Disability Rights Education and Defense Fund

Government officials attempted to remove the activists from the building by cutting the phone lines and denying them food, water, medicine, and more. But the disabled protestors were more cunning than them, and they were prepared for this. Deaf and CODA (Child of Deaf Adult) protesters used sign language to communicate through the windows of the building to the outside. They worked with allied groups to get food, medicine, blankets, and more.

The disabled protesters worked closely with and received support from a wide range of organizations and individuals, including labor unions, religious groups, and civil rights activists. Groups that supported the 504 protesters included the Black Panther Party, Glide Memorial Church, Gay Men's Butterfly Brigade, Delancey Street, the United Farm Workers, the Gray Panthers, Salvation Army, and more. Because of this, the 504 Sit-in is considered an important moment for cross-movement organizing.

Image Description: Dozens of disabled demonstrators gathered inside the HEW building

Image Credit: AP Images

Image Description: Protesters sitting on the group floor of the HEW building

Image Credit: Getty Images

Brad Lomax and the Black Panthers

One of the 504 Sit-in protest leaders, Brad Lomax, a Black man with multiple sclerosis, was a member of the Black Panthers. He was integral in connecting the disabled activists with the Panthers, who provided them with hot meals and supplies needed to withstand the long Sit-in. Corbett O'Toole, one of the disabled protestors, applauded Brad's work and stated that "the most critical gift given to us by our allies was the Black Panthers' commitment to feed each protester in the building one hot meal every day... Black Panthers saved the 504 sit-in." Disabled leaders of the 504 Sit-in widely acknowledge and credit much of the occupation's success to the Black Panthers.

Image Description: Brad Lomax, center, next to the activist Judy Heumann at a rally in 1977 at Lafayette Square in Washington.

Image Credit: HolLynn D'Lil

Disability Activists Go To D.C.

After the protest had been ongoing for two weeks, a group of activists participating in the Sit-in journeyed to Washington DC to intensify their efforts against Califano. They organized candlelight vigils outside of his residence and attempted to enter his office building by forcefully pushing their wheelchairs against the doors when their request for entry was denied.

While in the capitol, Judy Heumann addressed congressional representatives and reporters:

"I can tell you that every time you raise issues of 'separate but equal,' the outrage of disabled individuals across this country is going to continue. It is going to be ignited. There will be more takeovers of buildings until finally maybe you begin to understand our position. We will no longer allow the government to oppress disabled individuals. We want the law enforced."

Image description: Several protesters, including one in a wheelchair holding a sign reading "Sign 504 Now."] Judy Heumann, holding the sign, and Kitty Cone, right, protested in front of the White House on April 26, 1977.

Image Credit: HolLynn D'Lil

Blog written by Maddie Crowley

Maddie is Disability Rights Florida's Social Media and Content Specialist who writes many of DRF's blog posts. They are a multiply disabled person who cares deeply for disabled issues and believes in the power of advocacy and awareness.

# data[].attributes.attachment_link.description
The longest sit-in in American history belongs to the disability rights movement.

# data[].attributes.body
Kitty Cone's victory speech after 28 days of protesting for the implementation of Section 505. (We'll talk more about her later.)

# data[].attributes.attachment_link.title
Patient No More: Kitty Cone Victory Speech

# data[].attributes.headline
1990-Americans with Disabilities Act (ADA)

# data[].attributes.subject
1990-Americans with Disabilities Act (ADA)

# data[].attributes.body
Goes beyond school-includes public access, employment, and accommodations. Disability rights are CIVIL RIGHTS

# data[].attributes.attachment_link.readable_text
New on ADA.gov

Explore the new content we've added to ADA.gov

This document discusses and explains the requirements of the ADA's integration mandate and the Supreme Court's decision in Olmstead v. L.C. ex rel. Zimring, 527 U.S. 581 (1999), as applied to segregated employment settings and facility-based day programs. In addition, this document provides a link to the Department's Federal Register notice, which provides more information about this guidance.

# data[].attributes.attachment_link.description
Disability rights are civil rights. From voting to parking, the ADA is a law that protects people with disabilities in many areas of public life.

# data[].attributes.headline
1990-Individuals with Disabilities Education Act (IDEA)

# data[].attributes.subject
1990-Individuals with Disabilities Education Act (IDEA)

# data[].attributes.body
Formerly EAHCA. Transition services are added. Strengthens student and parent rights. Focused on the individual-not the condition.

# data[].attributes.attachment_link.title
Individuals with Disabilities Education Act - Wikipedia

# data[].attributes.attachment_link.description
The Individuals with Disabilities Education Act ( IDEA) is a four-part (A-D) piece of American legislation that ensures students with a disability are provided with Free Appropriate Public Education (FAPE) that is tailored to their individual needs. IDEA was previously known as the Education for All Handicapped Children Act (EHA) from 1975 to 1990.

# data[].attributes.body
Schools are held accountable for student learning and achievement through standardized testing and data reporting. (Previously ESEA, later becomes ESSA)

# data[].attributes.attachment_link.readable_text
At a glance

No Child Left Behind (NCLB) was the main law for K-12 general education in the United States from 2002-2015.

The law held schools accountable for how kids learned and achieved.

The law was controversial in part because it penalized schools that didn't show improvement.

The No Child Left Behind Act of 2001 (NCLB) was in effect from 2002-2015. It updated the Elementary and Secondary Education Act (ESEA). The law applied to all K-12 public schools in the United States.

Before NCLB, many schools didn't focus on the progress of disadvantaged students. For example, kids who got special education services were often shut out of general education. They were also left out of state tests.

The goal of NCLB was to provide more education opportunities for students. It focused on four key groups:

Students in poverty

Students of color

Students receiving special education services

Those who speak and understand limited or no English

Unlike previous versions of ESEA, NCLB held schools accountable for how kids learn and achieve. It did this through annual testing, reporting, improvement targets, and penalties for schools. These changes made NCLB controversial, but they also forced schools to focus on disadvantaged kids.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

# data[].attributes.attachment_link.description
No Child Left Behind Act (NCLB) was an education law in effect from 2002-2015. Learn what NCLB covered, like school accountability, and why NCLB was controversial.

# data[].attributes.body
In summary-allllll the acronyms! FAPE, LRE, IEP

Plus procedural safeguards for students and parents, AND Child Find Responsibilities.

# data[].attributes.attachment_link.readable_text
This is a summary of some of the most critical changes affecting children with disabilities and their families in IDEA 2004, concentrating on the IEP process, due process and the discipline provisions. How these changes affect our children will depend, at least in part, on how the U.S. Department of Education interprets them through policies and regulations and how they are implemented at the state, district and school level. Most of these changes will be effective as of July 1, 2005.

A new provision in the Act authorizes the Secretary to issue only regulations necessary to secure compliance with the statute. This provision may limit the Secretary's authority to issue regulations that could be useful in clarifying ambiguities. A new section of the Act also suggests that states minimize the number of rules, regulations and policies to which the school districts are subject.

This law, as amended by the 2004 changes, will not provide mandatory full funding. Although the annual amounts now authorized (permitted) to be spent on IDEA would achieve full funding in six years, that assumes these amounts will actually be appropriated (spent), and explains why mandatory funding of IDEA is so important. In fact, two days after Congress passed the IDEA Conference Report with its "glide path to full funding" it appropriated significantly less funding for special education than it had just promised.

IEP process

Short-term objectives

The long established obligation for IEP teams to spell out short-term objectives for meeting each child's measurable annual IEP goals no longer exists for most children. Such short-term objectives are only required for the very small percentage of children (generally less than 1% of students with disabilities) who are taking alternate assessments aligned to alternate achievement standards. The No Child Left Behind Act (NCLB) limits participation on these assessments to students with the most significant cognitive disabilities. NCLB also provides that both grade-level and alternate achievement standards should be aligned with state content standards. Parents should ensure that their child's academic IEP goals are also aligned with these standards. Short-term objectives are essential stepping stones toward these goals for all students with disabilities, not just a very small percentage.

In states that offer alternate assessments aligned to alternate achievement standards, it is the IEP team that determines whether a child fits the criteria for students with the most significant cognitive disabilities. Parents, as members of the IEP team, may feel pressure to agree that their child fits these criteria in order to retain short-term objectives. Such pressure directly undermines the accountability provisions of NCLB.

Even if these short-term objectives are not mandated by law, all parents can still request their child's IEP team to identify them. IDEA 2004 still requires a description of how progress toward meeting will be measured and parents can contend that short-term objectives are the answer. Without short term objectives parents will have virtually no way of measuring whether their children are making progress in achieving their annual goals and will not be informed participants in their child's education. In addition, teachers will not have a guide as to the intervening steps that should be taken towards achieving these goals and when they should be taken. Teachers will also have great difficulty developing meaningful progress reports to the parents.

IEP progress reports

The progress the child is making toward meeting the annual goals must be reported, but there is no longer a reference to "the extent to which the progress is sufficient to attain the goal by the end of the year." This information seems especially important to parents and teachers if there is a shared commitment to help all children learn to high standards set for all. Parents may see progress all year only to realize in June that the progress was not sufficient to meet the goal.

Transition information in IEP

The amendments clarify that the transition process for a student with a disability now begins at age 16 and is not merely a plan for transition. Parents should request that the student's IEP, when appropriate, include a statement of inter-agency responsibilities and any needed linkages since this language is no longer in the statute.

IEP attendance and participation

A new section allows IEP team members to be excused from attendance if their area is not being discussed. When this section is read with new provisions allowing alternate means of meeting participation (e.g. conference calls), consolidation of reevaluation meetings and other IEP meetings, and a pilot program authorizing up to 15 states to use multi-year IEPs, the combined effect is a revolution in the traditional IEP meeting. Some say these are positive changes. Others are concerned that these provisions will limit cross fertilization of ideas and undermine the interdisciplinary nature of IEP meetings (team members each bring areas or "disciplines" of expertise to the table).

While written parental consent is required before these actions can occur, parents may find that they are under considerable pressure to provide their consent. At least once a year the parents should be able to get all the members of their child's team in one room, all sharing ideas for the benefit of the child. The potential richness of these conversations can not be anticipated in written reports submitted by excused members and conference calls do not allow for the same flow of ideas. You never know which IEP team member will turn the tide of a meeting.

Pilot program for multi-year IEPs

The Secretary of Education is authorized to approve proposals from up to 15 states to allow local school districts to offer, with parental consent, a multi-year IEP, not to exceed 3 years. This option will limit parent participation in their child's education by not having a comprehensive annual IEP review, except in certain situations. Also, 3-year IEPs will contain multi-year goals which can be expected to be less specific and harder to measure than annual goals -especially when benchmarks and short-term objectives are no longer required for all but those students with the most significant cognitive disabilities. Another serious problem is that the required elements under IDEA for these multi-IEPs are not as inclusive as for annual IEPs. This is true with respect to statements on progress reports, accommodations, supplementary aids and services and more. While, the states may include these as required elements in the multi-year IEPs, IDEA does not mandate that they do so. Parents in these states will have to consent to the 3-year IEPs that must be reviewed at natural transition points by the IEP team. Therefore, it will be critical that parents are informed, knowledgeable and well prepared to deal with any pressure that may be put on them.

Pilot program for paperwork reduction

The Secretary of Education is authorized to grant waivers of statutory and regulatory requirements, for a period not to exceed 4 years, to 15 states proposing to reduce excessive paperwork and non-instructional time burdens. The Secretary is prohibited from waiving requirements related to civil rights or the right of a child to a free appropriate public education (FAPE). How this process is implemented is a matter of special concern to parents, who worry that many requirements in the IEP process which parents consider to be related to civil rights and FAPE, may be seen as contributors to the paperwork burden. Another significant concern is that "pilot" implies that this is the first step toward expanding these programs beyond the 15 states.

IEP team transition

Parents of a child transitioning from Part C services (early childhood) to part B services (school-age) can request an invitation to the initial IEP meeting be sent to representatives of the Part C system to assist with a smooth transition of services. This provision doesn't require a Part C representative to attend but it does encourage collaboration.

Transfers between school districts

Services comparable to those described in the IEP in effect before a child's transfer must be provided by the new school district. These services must continue until the previous IEP is adopted, or a new IEP is developed, adopted and implemented, in the case of a transfer in the same state or until a new IEP is developed, in the case of a transfer outside the state. This new provision will help parents of transferring students know what they can expect from their new schools.

Due process

Procedural safeguards notice

The procedural safeguards notice will be distributed only once a year except that a copy will be distributed upon initial referral, when a parent makes a request for an evaluation, when a due process complaint has been filed or if a parent requests a copy. The notice will no longer be automatically distributed with the IEP team notice or upon reevaluation. This is only a problem if parents are unaware of their rights, including the right to request this notice if they need one.

Statute of limitations

Parents now have two years in which to exercise their due process rights after they knew or should have known that an IDEA violation has occurred. The interpretation of the language "should have known" will be critical.

Due process complaint notice

Parents who feel their child's educational rights are being compromised must file a complaint with the school district (with a copy to the state) identifying the name and contact information of the child, describing the nature of the problem with supporting facts and a proposed resolution. A new provision provides that the school district shall file a response within 10 days unless the district within 15 days notifies the state hearing officer that it is challenging the sufficiency of the parent's due process complaint notice. The State hearing officer has 5 more days to make a finding. In addition to the obvious delay, of particular concern is that the complexity of filing for due process may have a chilling effect on parents.

Resolution session

Parents must go through a mandatory "resolution session" before due process. The school district will convene a meeting with the parents and relevant members of the IEP team within 15 days of when the school district receives the parent's due process complaint. The school district has 30 days from the time the complaint is filed to resolve the complaint to the satisfaction of the parents, after which a due process hearing can occur. This provision may encourage school systems to wait until a due process complaint is filed before trying to resolve issues. Attorney's fees are not reimbursed for work related to the resolution session.

Attorney's fees

Parent's attorneys may be responsible for paying the school system attorney's fees if a cause of action in a due process hearing or court action is determined to be frivolous, unreasonable, or without foundation. Parents may be responsible for the school system's attorney fees if a cause of action was presented for any improper purpose, such as to harass or to cause unnecessary delay or needless increase in the cost of litigation. Obviously, parents should not file frivolous or improper causes of action, but it is important that school districts not use these changes in the law to intimidate parents. This could have a chilling effect on parents obtaining legal representation and filing valid complaints to improve their children's education.

Qualifications for Hearing Officers

A positive change is that there are now explicit qualification requirements for Hearing Officers.

Discipline

Stay put

The right of a student with a disability to "stay put"; in his/her current educational placement pending an appeal is eliminated for alleged violations of the school code that may result in a removal from the student's current educational placement for more than 10 days. Previously the law only denied "stay-put" rights to students with disabilities involved in drugs, weapons or other dangerous behavior or activity. The right to "stay put" while a parent challenges the manifestation determination or proposed placement is a critical element to ensuring a student's continued free appropriate public education in the least restrictive environment.

Moving back and forth between the current placement and an interim alternative educational setting during an appeal can have a significant negative impact on achievement for children who already have difficulty adjusting to transitions. Parents must remain vigilant and ensure that their children continue to be provided the educational programming and services they need to make progress toward meeting their IEP goals. If this progress is negatively affected, the school may recommend a change to a more restrictive setting for the future. In addition, for purposes of reporting Adequate Yearly Progress under the No Child Left Behind Act, individual schools do not have to count children who are transferred to alternative settings and are, therefore, not in the same school for the full academic year. This could create an incentive for disciplinary actions against students with disabilities.

Services to be received in interim alternative educational setting

A child is entitled to receive programming and services necessary to enable him or her to receive a free appropriate public education consistent with section 612(a)(1) during the period in which he/she is in an interim alternative education setting. Under IDEA 2004, the student must be provided services to enable him or her to continue to participate in the general education curriculum and to progress toward meeting the goals in the IEP. The new provision replaced language requiring that a child in an interim alternative educational setting receive services and modifications, including those described in the student's current IEP which will enable the child to meet the goals in the IEP. The change in language cannot be interpreted as diluting any of these services that are consistent with the definition of FAPE because a student with a disability must continue to receive FAPE during the period of removal from his/her current educational placement.

Manifestation determination review

Before IDEA 2004, the burden was on the school district to show that the behavior resulting in a disciplinary action was not a manifestation of the child's disability before being allowed to apply the same disciplinary procedures as they use for non-disabled children. The burden of proof for the manifestation determination review has now been shifted to the parents who have to prove that the behavior was caused by or had a direct and substantial relationship to the disability. The language requiring the IEP team to consider whether the disability impaired the child's ability to control or to understand the impact and consequences of the behavior has been deleted. The language that gave the school an incentive to address behavior appropriately by requiring the IEP team to consider whether the IEP was appropriate has also been deleted.

Because the amendments to IDEA make it easier for schools to remove children for non-dangerous, non-weapon, non-drug related behaviors, and place the burden on parents to prove the connection between behavior and disability, parents will need to pay careful attention to the behavioral needs of their child in developing the IEP. Even if the child has not previously been subjected to disciplinary exclusion, parents may need to anticipate, to consider and spell out any concerns they may have about their child's possible emotional and behavioral responses particularly when they are not provided the supports and services they may need.

Special circumstances

Since 1997, IDEA had expressly authorized schools to unilaterally remove children to an interim alternative educational setting for as long as 45 days for offenses involving drugs and weapons -even if the behavior was a manifestation of the student's disability. In addition, a hearing officer could make the same decision if it was determined based on a preponderance of the evidence that keeping the child in his/her current placement was substantially likely to result in injury to the child or others. Although school authorities have always had the authority to respond to an emergency and to unilaterally remove any student with or without a disability who is causing serious bodily injury to another, now schools can also unilaterally remove children for 45 days for "inflicting serious bodily injury." This term is defined as involving a substantial risk of death; extreme physical pain; protracted and obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ, or mental faculty.

The hearing officer in determining whether to remove a child because maintaining his/her current placement is substantially likely to result in injury to self or others is no longer required to consider whether the school district's proposed change in placement is based on a preponderance of the evidence. In addition, the amended statute no longer requires the hearing officer to consider whether the school has made reasonable efforts to minimize the risk of harm, including the use of supplementary aids and services. These changes, to the degree they have the effect of punishing the child even if proper supports could have prevented the problem, arguably violate Section 504 of the Rehabilitation Act.

45 day limit

The 45 calendar day limit on the removal for these offenses has been changed to 45 school days, which is significantly longer [now 9 instead of 6 weeks of school at a critical time when students with disabilities are being held accountable for meeting high state standards.]

Functional Behavioral Assessments

The requirement for Functional Behavioral Assessments and Behavioral Intervention Plans are maintained in the discipline provisions

Case-by-case determination

A paragraph has been added to the discipline provisions, which states that school personnel can consider any unique circumstances on a case-by-case basis when determining whether to change the placement of a child with a disability who violates a school code of conduct. This is a good provision for parents to quote when they are having trouble proving that their child's behavior is a manifestation of the disability. It serves to remind the school personnel that common sense should prevail and all circumstances should be considered.

# data[].attributes.attachment_link.description
This is a summary of some of the most critical changes affecting children with disabilities and their families in IDEA 2004, concentrating on the IEP process, due process and the discipline provisions. How these changes affect our children will depend, at least in part, on how the U.S.

# data[].attributes.body
The main education law for public schools in the US. This law ensures public schools provide quality education for ALL students. Replaces NCLB

# data[].attributes.attachment_link.readable_text
At a glance

The Every Student Succeeds Act (ESSA) is the main education law for public schools in the United States.

The law holds schools accountable for how students learn and achieve.

ESSA aims to provide an equal opportunity for disadvantaged students, including those who get special education.

The Every Student Succeeds Act (ESSA) is the main law for K-12 public education in the United States. It replaced . ESSA is a large, complex law. It affects all students in public schools.

The main purpose of ESSA is to make sure public schools provide a quality education for all kids. It gives states a central role in how schools account for student achievement. This includes the achievement of historically disadvantaged students who fall into one or more of four key groups:

Students in poverty

Students of color

Students who receive services

Those with limited English language skills

Under ESSA, each state creates an education plan for its schools within a framework provided by the federal government. The law gives parents and caregivers a chance to weigh in on these plans. Each state plan must describe:

Academic standards

Annual testing

School accountability

Goals for academic achievement

Plans for supporting and improving struggling schools

State and local report cards

These aren't the only requirements for states and school districts. But they're the ones that most directly impact kids who learn and think differently.

ESSA also provides funding for literacy programs and other grants. And it encourages innovation in how schools teach kids.

# data[].attributes.attachment_link.title
What is the Every Student Succeeds Act (ESSA)?

# data[].attributes.attachment_link.description
The Every Student Succeeds Act (ESSA) is the main federal law for K-12 public education. It holds schools accountable for student performance. Find out how.

# data[].attributes.body
Provides FAPE in LRE. IEPs and IEP meetings, accommodation, modifications, related services, and transition planning

# data[].attributes.attachment_link.readable_text
At a glance

IDEA is the nation's special education law.

Schools must find and evaluate students thought to have disabilities - at no cost to families.

To qualify for IDEA services, a child must have a disability and need special education to make progress in school.

To get special education services for a child, you have to follow a legal process. The most important law for this process is the Individuals with Disabilities Education Act (IDEA).

IDEA is the nation's special education law. It gives rights and protections to kids with disabilities. It covers them from birth through high school graduation or age 21 (whichever comes first). Parents and legal guardians also have rights under the law.

IDEA places two big responsibilities on states and their public schools.

Schools must find and evaluate students who may have disabilities, at no cost to families. This is known as Child Find. If a child has a qualifying disability, schools must offer special education and related services (like speech therapy and counseling) to meet the child's unique needs. These are provided through an Individualized Education Program (IEP). The goal is to help students make progress in school.

Second, schools have to give parents a voice in their child's education. At every point in the process, IDEA gives parents specific rights and protections. These are called procedural safeguards. For example, one safeguard is that a school must get consent from parents before providing services to kids.

The reach of IDEA goes beyond traditional public schools. It includes public magnet and charter schools. The law also provides early intervention services to infants and toddlers up to age 3. Finally, IDEA may impact some students in private schools.

Dive deeper

# data[].attributes.attachment_link.title
What is the Individuals with Disabilities Education Act (IDEA)?

# data[].attributes.attachment_link.description
What is the Individuals with Disabilities Education Act (IDEA)? IDEA is a federal law that lays out children's rights in special education. Here's how it works.

# data[].attributes.body
Provides accommodations for students who don't qualify for an IEP

# data[].attributes.attachment_link.readable_text
A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school.

504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way.

504 plans often include accommodations. These can include:

Changes to the environment (like taking tests in a quiet space)

Changes to instruction (like checking in frequently on key concepts)

Changes to how curriculum is presented (like getting outlines of lessons)

Accommodations don't change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

While it's rare, 504 plans can provide modifications. Unlike accommodations, modifications do change what a student is taught or is expected to learn. Students might get fewer homework assignments, for instance. Or they may be graded in a different way than their classmates.

The process for getting a 504 plan is different, and simpler, than the process for getting an IEP. But it varies from school district to school district

With 504 plans, schools look at information about a student from a few different sources. One source might be a medical diagnosis. Schools might also look at the student's grades, test scores, and teacher recommendations.

Families or schools can request a 504 plan through the school district's 504 coordinator. This person may also be the IEP coordinator. (Ask the principal if you're not sure who to contact.) The request must be in writing. The school will then hold a meeting to decide if the child qualifies and what supports are appropriate.

Legal rights under 504 plans

The 504 process has fewer protections than the special education process. But families can still play an important role by staying involved and making sure kids with disabilities get the same education as kids who don't.

Key takeaways

504 plans are designed to help kids with disabilities learn alongside their peers.

A 504 plan isn't the same as an IEP.

There are fewer safeguards in the 504 plan process than in the IEP process, so it's important to be proactive.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

# data[].attributes.attachment_link.description
What is a 504 plan? Get a definition of 504 plans and learn about Section 504 services for students in this guide.

# data[].attributes.body
Accessibility in and outside schools. Physical accessibility like ramps, and elevators, plus communication supports like interpreters and closed captioning

# data[].attributes.attachment_link.description
A brief overview of ten Federal laws that protect the rights of people with disabilities and the Federal agencies to contact for more information.

# data[].attributes.body
The "Godfather of the ADA". A vital advocate for the Americans with Disabilities Act-despite his battle with polio. Justin was a successful entrepreneur that hired men and women with disabilities to empower them. Justin later traveled the country collecting testimonies from people with disabilities about the injustices and struggles they faced, then used these testimonies to draft what would become known as The Americans with Disabilities Act.

# data[].attributes.attachment_link.title
Justin Dart Jr - American Activist and The Godfather of ADA

# data[].attributes.attachment_link.description
Justin Dart Jr. is considered the Godfather of the ADA and is one of the influential people who made the ADA a reality in America.

# data[].attributes.body
"The Father of the Independent Living Movement"

First student with severe disabilities to attend UC Berkeley, and a key player in the disability right movement and independent living.

Polio, an iron lung, and a respirator couldn't slow him down.

Ed's philosophy was that people with disabilities should not be institutionalized, they should be in control of their own lives and living situations. It's no surprise that he became the head of the first Council for Independent Living (CIL) in Berkeley. These centers empowered people with disabilities and provided them with community and support.

The Independent Living Movement, and Ed, didn't see disability as a medical condition but rather a societal condition and the CILs confirmed that idea. Today there are hundreds of centers all over the world.

Ed then went on then went on to co-found the World Institute on Disability in 1983 with Judy Heumann--the first global disability rights organization founded and led by people with disabilities and dedicating to advancing rights and opportunities for people with disabilities.

Ed's dedication and advocacy paved the way for disability rights legislation including the Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act of 1990

# data[].attributes.attachment_link.title
Ed Roberts: The Father of Independent Living - FoundSF

# data[].attributes.attachment_caption
Kitty Cone-we watched her Victory Speech earlier.

# data[].attributes.body
Kitty was no stranger to activism-from the Vietnam War, to civil rights, to poverty, to disability rights. Diagnosed with muscular dystrophy at the age of 15, her disability only fueled her drive for activism. By 1974, Kitty connected with the Center for Independent Living and then became a key leader of the San Francisco 504 Sit-In alongside Judith Heumann and Brad Lomax.

Kitty went on to focus on transportation for disabled people and organized Disabled People Civil Rights Day in October 1979. But she didn't stop there...she also worked with the World Institute on Disability, and by the end of her career she was the development coordinator for the Disability Rights Education and Defense Fund (DREDF).

(Ohh, and she also lived her life as an out lesbian, and adopted her son from Mexico. Can you imagine the discrimination she faced as a disabled lesbian in the 70's?! AND adoption?! I want to be friends with Kitty. She was fearless!)

# data[].attributes.body
"The Mother of the Disability Rights Movement", and an absolute force to be reckoned with! Disability rights activist, organized sit-in protests for Section 504, took on the Board of Education, worked on policy for IDEA and ADA, and advised international disability rights efforts through her work with the U.S Department of Education. And so. much. more!

# data[].attributes.attachment_link.title
Judy Heumann | Disability Rights Advocate | Judithheumann

# data[].attributes.attachment_link.description
Judith Heumann is an internationally recognized leader in the disability community & lifelong civil rights advocate for disadvantaged people

# data[].attributes.attachment_link.title
Remembering Judy Heumann's lasting contributions to disability rights

# data[].attributes.attachment_caption
Brad Lomax | Activist | Center for Independent Living 

# data[].attributes.body
A civil rights AND disability rights activist. Lomax experienced racial segregation all his life and went on to establish the Washington DC. chapter of the Black Panther Party. Multiple sclerosis would require Lomax to use a wheelchair by the age of 20 and lead to his activism in disability rights including establishing a chapter of the Center for Independent Living.

Lomax was not only a key activist in leading the 504 sit-ins but his connection with the Black Panther Party lead to a collaboration with disability rights protesters that provided them with food and supplies during the 28 day protest-without which, the protest may not have been a success.

# data[].attributes.headline
National Council on Independent Living (NCIL)

# data[].attributes.subject
National Council on Independent Living (NCIL)

# data[].attributes.body
A grassroots organization founded in 1982 by, and for, people with disabilities. Includes Centers for Independent Living (CILs) and Statewide Independent Living Counsels (SILCs) to support the overall independent living network. Ed Roberts, activist, founded the first CIL in Berkeley, CA in 1972 which eventually led to NCIL.

NCIL believes people with disabilities should have the right to decide how they live and work because THEY are the best experts on their own needs. Ed Roberts

# data[].attributes.attachment_link.readable_text
Mission: NCIL advances independent living and the rights of people with disabilities.

Vision: NCIL envisions a world in which people with disabilities are valued equally and participate fully.

The National Council on Independent Living is the longest-running national cross-disability, grassroots organization run by and for people with disabilities. Founded in 1982, NCIL represents thousands of organizations and individuals including: individuals with disabilities, Centers for Independent Living (CILs), Statewide Independent Living Councils (SILCs), and other organizations that advocate for the human and civil rights of people with disabilities throughout the United States.

An outcome of the national disability rights and Independent Living Movements, NCIL was founded to embody the values of disability culture and Independent Living philosophy, which creates a new social paradigm and emphasizes that people with disabilities are the best experts on their own needs, that they have crucial and valuable perspective to contribute to society, and are deserving of equal opportunity to decide how to live, work, and take part in their communities.

Since its inception, NCIL has carried out its mission by assisting member CILs and SILCs in building their capacity to promote social change, eliminate disability-based discrimination, and create opportunities for people with disabilities to participate in the legislative process to affect change. NCIL promotes a national advocacy agenda set by its membership and provides input and testimony on national disability policy.

Sadly, our vision of equality has not yet been fully realized. Many people with disabilities remain imprisoned in nursing homes and other institutions and our civil rights laws are undermined and devalued on an increasing basis. As a membership organization, NCIL needs the support of all our nation's advocates in order to achieve our goals and advance the disability rights movement.

# data[].attributes.attachment_link.description
Mission: NCIL advances independent living and the rights of people with disabilities. Vision: NCIL envisions a world in which people with disabilities are valued equally and participate fully. The National Council on Independent Living is the longest-running national cross-disability, grassroots organization run by and for people with disabilities.

# data[].attributes.body
Check out this brief video on the history on NCLD.

# data[].attributes.attachment_link.authors[].name
National Center for Learning Disabilities (NCLD)

# data[].attributes.attachment_link.title
History of the National Center for Learning Disabilities (NCLD)

# data[].attributes.body
Known as THE source for information, resources, and professional development for special educators. The CEC is the largest international professional organization that advocates for inclusive and fair education for people with disabilities, as well as policies and practices that improve education. Established in 1922 by a group of educators, the CEC aims to empower educators who work with students with disabilities.

# data[].attributes.attachment_link.readable_text
Strategic Plan Goals

Goal 1: Educators will be highly competent professionals entrusted to provide quality instruction that will enable all students to pursue their full potential.

Goal 2: CEC will have the capacity and capabilities to lead the field of special education in advocacy, standards, and professional learning and practice.

Our Founding

CEC was organized by a group of educators attending the summer session at Teachers College, Columbia University, and their faculty members on August 10, 1922. The Council began with 12 members. Elizabeth E. Farrell was the Founder and first President from 1922-1926.

Current President: Dennis Cavitt, Ed.D.
Executive Director: Chad Rummel, M.Ed., CAE

# data[].attributes.attachment_link.description
Goal 1: Educators will be highly competent professionals entrusted to provide quality instruction that will enable all students to pursue their full potential. Goal 2: CEC will have the capacity and capabilities to lead the field of special education in advocacy, standards, and professional learning and practice.

# data[].attributes.body
Founded in 1950 by a group of parents who wanted their children with intellectual disabilities to have a better life. Today, The Arc is the largest national community-based organization in the U.S that advocates for inclusion and participation of people with intellectual and developmental disabilities.

# data[].attributes.attachment_link.readable_text
With hundreds of state and local chapters across the country, The Arc's chapter network is on the frontlines from first breath to last to ensure that people with I/DD have the support and services they need to be fully engaged in their communities.

Our chapters provide a wide variety of services, supports, and advocacy for people with I/DD and their families. This varies by chapter and includes but is not limited to: individual and public policy advocacy; residential, educational, and vocational services; person-centered and financial planning; recreational activities; and other supports that meet the unique needs of the community.

# data[].attributes.attachment_link.description
With hundreds of state and local chapters across the country, The Arc's chapter network is on the frontlines from first breath to last to ensure that people with I/DD have the support and services they need to be fully engaged in their communities.

# data[].attributes.body
Founded in 2006, ASAN is a non-profit organization run by, and for, people with Autism. The goal of ASAN is to empower individuals with Autism to take control of their own lives, and to advocate for a more inclusive society. The ultimate goal...equal access, rights, and opportunities. "Nothing about us, without us!"

# data[].attributes.attachment_link.readable_text
ASAN November Newsletter Dear friend, As we've begun wrapping up the year, we're still hard at work here at ASAN! We've celebrated self-advocacy and looked back at the work we've done this year, and we've continued to work on the issues to come! Earlier this month, we celebrated ASAN's birthday at our 2023 ASAN Gala,...

Read More "

The Autistic Self Advocacy Network is a national grassroots disability rights organization run by and for Autistic Americans, advocating for systems change and ensuring that the voices of Autistic people are heard in policy debates and the halls of power. Our staff work to educate communities and improve public perceptions of autism. As a 501(c)(3)...

Read More "

ASAN October Newsletter Dear friend, It's the most boo-tiful time of year, but we're still fighting some of the scariest things our community deals with, like discriminatory health care systems, subminimum wage, and lack of supports. Here's what we've been working on this month. In September, the Department of Health and Human Services (HHS)...

Read More "

# data[].attributes.headline
National Center for Learning Disabilities (NCLD)

# data[].attributes.subject
National Center for Learning Disabilities (NCLD)

# data[].attributes.body
Founded in 1977 by parents in search of better support for their children with learning disabilities. NCLD, a non-profit organization, advocated for the reauthorization of IDEA and ESSA, and focuses on providing parents and students with the information and support they need to navigate the education system. NCLD is also committed to transforming schools and continuing to advocate for equal rights for children with learning disabilities.

# data[].attributes.attachment_link.readable_text
See what NCLD has been advocating for and get the most recent news on learning and attention issues.

Tell Congress: Pass the RISE Act

We need your help! Ask your member of Congress to support students with learning and attention issues.

Support NCLD

Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.

# data[].attributes.attachment_link.title
NCLD - National Center for Learning Disabilities

# data[].attributes.attachment_link.description
See what NCLD has been advocating for and get the most recent news on learning and attention issues. We need your help! Ask your member of Congress to support students with learning and attention issues. Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.

# data[].attributes.body
ADA took IDEA just a little bit farther by ensuring equal access and protecting students with disabilities from discrimination-not just at school-at work, using transportation, and anywhere else open to the general public.

Plus, schools must provide "reasonable accommodations" to ensure an accessible and inclusive learning environment.

# data[].attributes.attachment_link.title
Introduction to the Americans with Disabilities Act

# data[].attributes.attachment_link.description
The Americans with Disabilities Act (ADA) is a federal civil rights law that prohibits discrimination against people with disabilities in everyday activities.

# data[].attributes.body
Replaced No Child Left Behind.

The main Federal law for ALL K-12 students. Regardless of disability, all students must be taught to high standards, and...all students are general education students first!

Unlike NCLB, states can develop their own accountability system for assessing students academically as well as plans for improvement.

A fifth factor, that's not academic, can also be included into evaluating school quality.

The use of evidence-based interventions is encouraged to improve schools.

During state testing, any student with a 504 Plan or IEP Plan must be provided with accommodations.

Annual report cards are provided to families with information about the schools performance allowing for more parent involvement, and holding the state accountable.

Schools must address the needs of students at risk, including those with disabilities, by implementing evidence-based interventions to help them meet State standards.

Universal Design for Learning (UDL)- a research based approach that increases access, promotes engagement, and supports the needs of all students.

# data[].attributes.attachment_link.readable_text
The Every Student Succeeds Act (ESSA) is a law that was introduced in the Senate by Lamar Alexander (R-TN) on April 30, 2015. ESSA was signed into law by President Barack Obama on December 10, 2015. The purpose of this act was to replace and update the No Child Left Behind Act (NCLB) which was signed into law in 2002. Like NCLB, ESSA reauthorized the Elementary and Secondary Act of 1965.

# data[].attributes.attachment_link.description
The Every Student Succeeds Act (ESSA) is a law that was introduced in the Senate by Lamar Alexander (R-TN) on April 30, 2015. ESSA was signed into law by President Barack Obama on December 10, 2015. The purpose of this act was to replace and update the No Child Left Behind Act (NCLB) which was signed into law in 2002.

# data[].attributes.body
Inclusive assessments, progress monitoring, and the use of evidence-based instruction by teachers.

# data[].attributes.attachment_link.description
Information about the reauthorization of ESEA to ESSA.

# data[].attributes.body
Words to Remember

"Change never happens at the pace we think it should. It

happens because people make it happen."

-Judith Heumann

Her words remind me that real change begins in the everyday choices we make-as a mom, a teacher, and an advocate for every child's right to belong.