# data[].attributes.body
Lee, A. (n.d.). Every student succeeds act (ESSA). Every Student Succeeds Act. https://www.coordinatingcenter.org/files/2018/09/Every-Student-Succeeds-Act-ESSA-What-You-Need-to-Know.pdf

Peter W.D. Wright, Esq. and P. D. W. (2021, October 18). The history of special education law in the United States by Peter W.D. Wright, Esq. and Pamela Darr Wright - Wrightslaw. Wrightslaw Special Education Law and Advocacy. https://www.wrightslaw.com/law/art/history.spec.ed.law.htm

# data[].attributes.body
President Obama signed Every Student Succeeds Act into law in December of 2015. This law came from the reauthorization of the previous No Child Left Behind Act (Wright para. 67). Every Student Succeed Act led to creating a curriculum that provided a challenge for all children, including those with disabilities. It also stated that there must be accommodations for students with disabilities when they are taking tests (Lee p. 3). With this act, all children received more equality and support in the classroom.

# data[].attributes.body
During this time, segregation began to be investigated and corrected. Children from schools in four different states spoke up against the segregation and inequality in the classroom. African American children were recognized, and the Supreme Court found that they had the right to equal education. The Court also stated that segregated schools have no place in education, and it was realized that segregation has detrimental effects on children (Wright para. 11). However, once the segregation of race was resolved, a new issue was voiced. Parents of children with disabilities argued that their children should not be segregated due to their disability (Wright para. 17).

# data[].attributes.headline
Individuals with Disabilities Education Improvement Act of 2004

# data[].attributes.subject
Individuals with Disabilities Education Improvement Act of 2004

# data[].attributes.body
This act is also known as the IDEA 2004. The purpose of this act was to provide education that meets the needs of children with disabilities and prepares them for the real-world and independent living. Another purpose of this act, as stated by the article, was to "protect the rights of both children with disabilities and their parents" (Wright para. 57). The findings of this act brough forth the realization that there was a need for teachers who are specially trained to meet the educational needs of children with disabilities (Wright para. 65).

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

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

# data[].attributes.body
The Education for All Handicapped Children Act of 1975 intended children with disabilities "have a right to education, and to establish a process by which State and local educational agencies may be held accountable for providing educational services for all handicapped children" (Wright para. 32). Following this statement, procedural safeguards were created to protect the children and parent's rights. Public schools began to welcome children with disabilities and ensure they receive opportunities in education. It was recognized that these children should be given the opportunity to build onto their gifts and talents, showing a promising future.

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

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

# data[].attributes.body
Following the Brown vs. Board of Education, the issue around segregation of children with disabilities was further investigated. ESEA was enacted by congress in order to address this inequality and ensure access to quality education for disabled children (Wright para. 18). Then in 1966, the article stated, "Congress amended the ESEA to establish a grant program to help states in the initiation, expansion, and improvement of programs and projects for the education of handicapped children" (Wright para. 19). Then in 1970 the Education of the Handicapped Act was enacted. All of these Acts were developed in order to eventually create a grant program that could support and develop programs for disabled children in the classroom. Despite efforts, none of these acts showed significant improvement in the education of children with disabilities (Wright para. 20).