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1. The case was initiated in 1971.

2. PARC v. Pennsylvania was a landmark legal case that challenged the exclusion of children with intellectual and developmental disabilities from public education in Pennsylvania. The case argued that the state's practice of denying these children access to public schools violated their constitutional and federal rights.

3. The case resulted in a consent decree in 1972, known as the PARC Consent Decree, which mandated that Pennsylvania provide a free and appropriate public education (FAPE) to children with intellectual and developmental disabilities. It affirmed the rights of children with disabilities to receive an education tailored to their individual needs and abilities.

4. PARC v. Pennsylvania was one of the early legal battles that laid the groundwork for subsequent federal legislation, including the Individuals with Disabilities Education Act (IDEA). The case set a precedent for recognizing the educational rights of individuals with intellectual and developmental disabilities.

5. The PARC Consent Decree had broad implications for special education nationwide, influencing the legal landscape and advocacy efforts to secure educational rights for individuals with disabilities.

6. The case benefited students with intellectual and developmental disabilities by establishing their right to access public education with appropriate accommodations and services. Parents gained the legal standing to advocate for their children's educational rights, leading to a more inclusive and equitable education system. Teachers received a framework for providing individualized education to students with disabilities.

7. The case contributed to the foundational principles of special education, emphasizing the importance of providing a free and appropriate education tailored to the unique needs of each student.

8. PARC v. Pennsylvania played a pivotal role in shaping the legal landscape of special education, reinforcing the idea that students with disabilities have a right to an education that meets their individual needs. It influenced subsequent legislation, including the development and evolution of the Individuals with Disabilities Education Act (IDEA).

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1. The case was decided in 1982.

2. The case centered around Amy Rowley, a deaf student in a public school in New York. Amy's parents argued that the school district violated the Individuals with Disabilities Education Act (IDEA) by not providing an interpreter for their daughter in all of her classes.

3. The Supreme Court, in a unanimous decision, held that Amy Rowley was receiving a "free appropriate public education" (FAPE) as required by the IDEA, even though she did not have an interpreter in all of her classes. The Court established the "Rowley Standard," which defined FAPE as providing personalized instruction with sufficient support services to confer meaningful educational benefit.

4. Board of Education v. Rowley is unique because it set a precedent for defining what constitutes a "free appropriate public education" under the IDEA. The case emphasized that the IDEA did not require schools to provide the best possible education but rather one that was individually tailored to meet the unique needs of each student with a disability.

5. The Rowley decision had significant implications for special education law, clarifying the standard for what schools are required to provide to students with disabilities under the IDEA.

6. The decision provided guidance on the level of services and support that schools are required to offer to students with disabilities to meet the FAPE standard. It set a legal precedent that focused on the individual needs of students, ensuring that educational services are designed to provide meaningful educational benefit.

7. The case reinforced the importance of providing an education that is tailored to the unique needs of each student with a disability, establishing the Rowley Standard as a benchmark for FAPE.

8. Board of Education v. Rowley had a lasting impact on special education law by shaping the interpretation and application of the FAPE requirement under the IDEA. The decision provided a legal framework for determining whether schools are meeting their obligations to students with disabilities in providing an appropriate education.

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1. The case was decided in 1989.

2. Daniel R.R. was a case that reached the United States Supreme Court and dealt with the education of a student with a learning disability. The central issue was whether the school district had provided a "free appropriate public education" (FAPE) as required by the Individuals with Disabilities Education Act (IDEA).

3. The Supreme Court ruled in favor of Daniel R.R., emphasizing that to provide FAPE, schools must offer an Individualized Education Program (IEP) that is reasonably calculated to provide educational benefit to the student. The decision reinforced the importance of individualized planning and services for students with disabilities.

4. Daniel R.R. v. State Board of Education is unique because it clarified and reinforced the standard set by the Rowley case regarding what constitutes a FAPE under the IDEA.

5. The case had implications for the interpretation and application of the FAPE standard, ensuring that schools must provide educational programs that are tailored to the individual needs of students with disabilities.

6. The ruling benefited students with disabilities by affirming the requirement for schools to develop individualized education plans that are designed to provide meaningful educational benefit. Parents gained clarity on the expectations for their child's education under the IDEA, with an emphasis on personalized planning.

7. The case reinforced the IDEA's focus on individualized planning and services, contributing to the foundational principles of special education.

8. Daniel R.R. v. State Board of Education had a significant impact on special education law by reinforcing and clarifying the standard for what constitutes a FAPE, ensuring that individualized planning is a key component of special education services.

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1. The case was decided in 1993.

2. Oberti v. Board of Education was a case heard by the United States Court of Appeals for the Third Circuit. The case centered around a student with Down syndrome named Rafael Oberti, whose parents argued that the school district had violated the Individuals with Disabilities Education Act by not placing him in a regular education classroom.

3. The court ruled in favor of the Oberti family, establishing a precedent that students with disabilities should be placed in the least restrictive environment to the maximum extent appropriate. The decision emphasized the importance of integrating students with disabilities into regular education classrooms whenever possible.

4. Oberti v. Board of Education is unique because it addressed the issue of inclusive education and the placement of students with disabilities in the least restrictive environment, aligning with the IDEA's mandate for inclusive practices.

5. The case had significant implications for the interpretation and enforcement of the least restrictive environment requirement under the IDEA, reinforcing the importance of integrating students with disabilities into general education settings.

6. The ruling benefited students with disabilities by promoting the principle of inclusive education, ensuring that they have the opportunity to learn alongside their non-disabled peers to the greatest extent possible. Parents gained the assurance that schools should make efforts to provide inclusive education for students with disabilities, aligning with the spirit of the IDEA.

7. The case contributed to the establishment of inclusive education as a fundamental principle in special education, supporting the idea that students with disabilities should be educated in the least restrictive environment.

8. Oberti v. Board of Education had a significant impact on special education practices by influencing policies and practices related to the placement of students with disabilities in the least restrictive environment, promoting greater inclusivity.

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1. The case was decided in 1999.

2. The case involved a student with severe disabilities named Garret F., who required continuous nursing care, including catheterization, during the school day. The school district refused to provide the nursing services, arguing that they were not required to provide medical services under the Individuals with Disabilities Education Act.

3. The Supreme Court ruled in favor of Garret F., stating that if a service is necessary for a student to receive a free appropriate public education (FAPE), then the school must provide that service under the IDEA. The decision clarified that related services under the IDEA could include medical services necessary for a student to attend school.

4. Cedar Rapids v. Garret F. is unique because it addressed the issue of whether schools are responsible for providing certain medical services as part of the special education services required under the IDEA.

5. The case had significant implications for the interpretation of related services under the IDEA, establishing that necessary medical services could be considered part of the special education services provided to a student.

6. The ruling benefited students with severe disabilities by affirming their right to receive necessary medical services as part of their special education services, ensuring they have access to education in the least restrictive environment.

7. Cedar Rapids v. Garret F. reinforced the IDEA's commitment to providing a free appropriate public education by recognizing that related services may include necessary medical services.