Federal And State Law Of Special Education

The field of special education has numerous federal and state laws that impact and regulate its implementation and evaluation. Since the present investigation provided special education services to the elementary student on the autism class, it was important to examine the legal bases for special education services, types of appropriate classroom settings for elementary school children, the importance of social behavior, the nature of autism, and improving communication disorders. Special Education Law Public Law 94-142, The Education for All Handicapped Children Act of 1974, mandated free, appropriate educational services for all children irrespective of disability. Moreover, the law required that special education services be provided to the maximum extent possible in the least restrictive environment; a mandate that came to mean as

IEPs, in turn, became blueprints for children’s educational planning, initially in segregated and more recently in inclusive educational settings (Ogletree, & Oren, 2000). Another important piece of federal legislation was the No Child Left Behind Act (NCLB) which went into effect in 2002. This law sets higher academic standards for all children, including those with special needs. Students with special needs were now expected to participate in the same high quality curriculum and assessment practices as their normally developing peers. As such, these youngsters must make adequate yearly progress (AYP) (Supreme Court Cases, 2001). This law holds teachers and schools accountable for all children’s academic progress. Legislation regarding children with special needs also extends down to the education of infants, toddlers, and young. For example, children who are two years old or younger and have developmental delays in one or two domains can qualify for special education