A Timeline Of Special Education
Fredde Armajo
Throughout the years there have been many laws and legal issues that have shifted and formed the process of Special Education. This document outlines a few of the key legal events that have influenced the development of our current Special Education system.
January 1, 1965
The Elementary and Secondary Act of 1965 (ESEA) is a program in society that allocates federal funding for primary and secondary education and forbs the establishment of a National curriculum. It provided a mechanism for schools to be held accountable and helped to increase equality in education across the Nation.
January 1, 1975
Education for All Handicapped Children Act (P.L. 94-142) is a federal law passed in 1975 that eliminated the century-long practice of removing physically and mentally handicapped, unmanageable and delinquent children from their homes/communities and placing them in isolated residential facilities. The 1975 legislation asserted the right of all children to the best possible education in the least restrictive environment, free of charge. It also provided public schools with the funds to provide this type of education.
January 1, 1986
Handicapped Children's Protection Act authorizes reimbursement of attorneys' fees to parents who prevail in administrative proceedings of court hearings.
Education of the Handicapped Act Amendments of 1986 extended the right to a free/appropriate education to children with disabilities, ages 3-5. It also established the Early Intervention Programs (EIP) for infants and toddlers with disabilities, ages 0-2. This amendment also developed IF SP or Individualized Family Service Plan for families with an infant or toddler who has a disability.
January 1, 1990
EHA was renamed to Individuals with Disabilities Education Act (IDEA). This amendment replaced the phrase "Handicapped Child" to "Child with a disability." It also added transition services for students by the age of 16, eligibility was extended to children with Autism and Traumatic Brain Injury (TBI). The amendment of 1990 defined assistive technology devices and services for children with disabilities to be included in the IEP and extended Least Restrictive Environment to require the student, to the maximum extent appropriate, be educated with children without disabilities.
Americans with Disabilities Act which allows individuals with disabilities access to all government buildings.
January 1, 1997
Individuals with Disabilities Act of 1997 amendments made at this time strengthened the rights of students with disabilities. It extended LRE to assure that all students had access to the general curriculum. Added "consider" assistive technology devices and services on the IEP's of all students. Allow the use of school-purchased AT in a child's home or other setting is requred if the child needs access to those devices to receive FAPE. Funding also will be based on census according to the new amendments. Discipline procedures, mediation to due process, and required participation in high stakes testing were also some key additions.
January 1, 2000
ESEA now becomes No Child Left Behind (NCLB). NCLB expanded the federal role in education and took particular aim at improving the educational lot of disadvantaged students. Requirements were added to hold schools accountable for their students progress. Annual Testing, Academic Progress, Report Cards, Teacher Qualifications, Reading First Grant, and other funding changes were added to the law. NCLB became a highly debated topic in our nation throughout the following years.
January 1, 2004
IDEA was changed to Individuals with Disabilities Education Improvement Act (IDEIA). Services were extended to age 2. The requirement for "highly qualified teachers" was added. More money was allowed for early intervention services.
January 1, 2008
NCLB becomes Race Toward the Top and offers bold incentives to states that are willing to spur systemic reform to improve teaching and learning in America's schools. The four key areas of reform are:
- Development of rigorous standards and better assessments
- Adoption of better data systems to provide schools, teachers, and parents with information about student progress
- Support for teachers and school leaders to become more effective
- Increased emphasis and resources for the rigorous interventions needed to turn around the lowest performing schools.