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The passage of this Act guaranteed equal education opportunities for kids with disability. It required all public schools to provide special education services and accommodations for differently abled students. Later renamed the Individuals with Disabilities Education Act on 30th October 1990, the Act saw the establishment of Individualized Education programs (IEPs) and Least Restrictive Environment in the United States.
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Stakeholders in the United States education system adopted the Universal Design for Learning Framework, whose introduction aimed to guide instructional design and streamline access to education for students with diverse learning needs. Its introduction stressed several strategies for representing, engaging, accommodating, and enhancing the expression variability of differently abled learners in inclusive environments. -
The signing into law of the NCLB reauthorized the Elementary and Secondary Education Act (ESEA) improved educational outcomes for differently abled students. It served the latter purpose by outlining standards for special education, defining accountability measures, and increasing education opportunities, enabling kids to select the school of their choice.
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The RTI framework was introduced as an evidence-based measure for identifying and supporting students with learning difficulties. Its introduction presented educators with the capacity for identifying and supporting students with learning difficulties. It achieves the latter objective by defining multi-tiered systems of interventions, providing individualized support, and identifying early indications of learning difficulties.
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On the 3rd May 2008, the United Nations Convention on the Rights of Persons with disabilities (CRPD) was adopted in the United Nations General Assembly. The established treaty aimed to protect and enhance the rights and dignity of differently abled students, such as streamlining their access to education and equal participation in society.