-
The Elementary and Secondary Education Act ensured the federal government would advocate by providing for students from low-income backgrounds, including students with disabilities. This supported individuals with disabilities through a grant program provided to states to improve support services for those students. This marked the beginning of advocacy and federal support to raise awareness, fund programs, and ensure appropriate services in schools.
Citation: (Vaughn Schumm, 2024, p.6) -
Vocational Rehabilitation Act (P.L. 93-112, Section 504) protected children with disabilities from discrimination and provided a clear definition of “handicapped” and “appropriate education.” It ensured students had access to public school programs without exclusion, fostering awareness, equitable practices, and the early creation of inclusive educational environments.
Citation: (Vaughn Schumm, 2024, p.7) -
The Education for All Handicapped Children Act (P.L. 94-142) was passed to ensure children received a free and appropriate public education (FAPE) and introduced individualized education programs (IEPs) to support the least restrictive environment. This act emphasized inclusion and advocacy for students with disabilities, promoting equitable practices in general education classrooms, and providing access to education connected to each child’s needs.
Citation: (Vaughn Schumm, 2024, p.6) -
Inclusion practices and Least Restrictive Environment integrate students with disabilities into general education classrooms. Educators adapt instruction, collaborate in multidisciplinary teams, and share responsibility for all students’ learning. Research demonstrates that inclusive settings improve academic skills, social acceptance, and self-confidence, highlighting professional responsibility in supporting equitable educational opportunities.
Citation: (Vaughn Schumm, 2024, p.39) -
This case defined FAPE in practice. Amy Rowley, a deaf student, had additional services requested by her family. The ruling determined schools are required to provide appropriate support based on the student’s disability, but not the best possible education. It raised awareness of equitable practices, inclusion, and how schools implement services to help students thrive alongside peers.
Citation: (Vaughn Schumm, 2024, p.7)
Video Link: https://youtu.be/vIXSW-DYVm8?si=S_hii8NedFcycLju -
This case protected students with emotional or behavioral disabilities from expulsion for disability-related behaviors. It emphasized the importance of behavioral supports, positive interventions, and individualized planning, shaping future IEP practices. Schools learned to understand students’ needs and ensure their disabilities did not limit access to education.
Citation: (Vaughn Schumm, 2024, p.7) -
Individualized Transition Plans prepare students for life beyond school, including employment, higher education, and independent living. Introduced through IDEA/IDEIA, ITPs set measurable postsecondary goals based on student interests and needs. Coordinated support across agencies ensures meaningful learning, skill development, and opportunities for success beyond the classroom.
Citation: (Vaughn Schumm, 2024, p.37) -
The IEP ensures students’ academic and functional needs are addressed through tailored instruction and related services. Multidisciplinary teams; including teachers, specialists, and parents to develop measurable goals, monitor progress, and guide access to the general education curriculum. IEPs demonstrate the professional responsibility of educators to provide equitable support.
Citation: (Vaughn Schumm, 2024, p.14) -
IDEA (IDEA, P.L. 101-476) expanded services for social work, assistive technology, and rehabilitation. States were required to create individualized education plans for students to support growth. Ensuring education is tailored to each child’s needs. Promoting inclusion, equitable practices and planning for long term success.
Citation: (Vaughn Schumm, 2024, p.7)
Website Link: https://www.ed.gov/laws-and-policy/individuals-disabilities/idea -
IDEIA (IDEIA, P.L. 108-446) enforced evidence-based practices, including transition planning and services to support children with learning disabilities. Through early intervention and response-to-intervention, it focused on academic and developmental growth. It created a framework guiding services, shaping instruction, and providing targeted support based on the child’s needs.
Citation: (Vaughn Schumm, 2024, pp.9-10)