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Maintained that schools were not required to provide "free public education for the 'feebleminded' or children who were 'mentally deficient' and who, because of their limited intelligence were unable to reap the benefits of a good education". -
Initiated the role of of the federal government in providing for students in low-income backgrounds so they may have access to free public education. -
Revised ESEA to continue support for state-run programs for individuals with disabilities. -
This case challenged for the right to public schooling previously denied to disabled students. -
Pushed for "adequate alternate education services" and "prior hearing and periodic review of the child's status, progress, and the adequacy of any educational alternative." https://www.youtube.com/watch?v=JfGmK1R0jR0 -
Defined handicapped person and appropriate education. Prohibited discrimination against students with disabilities in federally funded programs.
https://www.nad.org/resources/civil-rights-laws/rehabilitation-act-of-1973 -
Granted federal funds to states for federal funds to states for exceptional learners. First federal funding for gifted and talented programs. Grants students and families the right of due process in special educational placement. -
Schools were required to ensure that all children, regardless of disability, receive FAPE. -
Required states to provide FAPE for children (age 5-18) with disabilities and provide IEPs. Defined least restrictive environment. -
Defined Free and Public Education (FAPE) and ruled that the district need only provide appropriate care, not the best possible care. -
Required states to extend FAPE to children (3-5). Established early intervention programs for infants and toddlers with disabilities (birth to 2). -
Ruled that behaviors related to a students disability could not be used as a reason for expulsion. -
Established "people-first" language. Extended special education services to include social work, assistive technology and rehabilitation services as well as provisions for due process and confidentiality for students and parents. Added autism and traumatic brain injury to the disability categories. Required states to provide bilingual education programs to students with disabilities, educate them for employment transition and provide transition services, and transition programs at 16. -
Prohibited discrimination against individuals with disabilities in the private sector. Protected equal opportunity employment and public services, accommodations, transportation, and telecommunications. Expanded the definition disability to include people with AIDS. -
Required benefits to continue if expelled, schools to ensure access to general education, general education teachers to part of IEP teams, students with disabilities to take part in state and district assessments, mediation to be offered to parents and educators, and provide behavioral management plans. Allowed states to extend their use of the developmental delay category for student through age 9 and special education staff working in mainstream classrooms to assist general education students. -
Ruled that under IDEA schools must provide supplemental services needed to attend school at no additional cost to the parents. -
Led to increased accountability in monitoring student progress, expanded parents choices in schools according to their child's need to receive FAPE, and gave schools increased flexibility in providing it. -
Allows districts to use a response-to-intervention (RTI) model for determining whether a child has a specific learning disability and no longer required a severe discrepancy between achievement and intellectual ability. Increased federal funds to provide early intervention services to students who do not need special education or related services. Eliminated short-term objectives in an IEP except for students who do not take statewide assessments. Raised standards of special education licensure. -
Found that parents may pursue IDEA claims separate to their child's rights. -
Replaced the No Child Left Behind Act, providing additional opportunities to schools when students did not make adequate progress. -
Ruled that in order to meet FAPE schools must offer an IEP that is reasonable calculated to achieve progress.