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Special Education Act Of 1975

895 Words4 Pages

History of Special Education Law Individuals with disabilities were not always given equal treatment in the public education system. In fact, even when students with disabilities were admitted into public schools “did not receive an effective or appropriate education” (Yell, n.d.). However this gradually begin to change once legislation directed toward specifically toward special education went into effect. This essay will compare the Education for All Handicapped Children Act of 1975 and Individuals with Disabilities Education Act (IDEA 2004) with references to the Venn diagram included above.
Compare and Contrast There a numerous similarities and differences among the two pieces of legislation as described in the Venn diagram above. This …show more content…

For example, it only sets forth general requirements that states must meet in order to qualify for federal funds, and did not describe specific educational programs that schools must make available to the students with disabilities. However, the Individuals with Disabilities Act changed this to clarify, strengthen, and provide guidance on its implementation and placed emphasis on education results and improved quality of special education and included tools for …show more content…

The definition of a free and appropriate public education (FAPE) has changed very little with the amendments and renaming of this legislation to Individuals with Disabilities Act (IDEA). Furthermore, FAPE is a critical piece of the legislation and special education program. It is somewhat different for each student, in that the accommodations and modifications will vary from learn to learn.
Assessing
The reauthorization in 1997 required schools to acquire written consent before testing their child. The assessing requirements for special needs learners was also expanded in 2004. Assessments were required to align with the state standards. States must disclose how many special education students take the regular test, an alternative test, and compare the performance of special education students to other students – even those without disabilities. Subsequently, test scores are made public and weighed to ensure schools are making progress with students.
The Individualized Educational Program

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Section 504 is applied if a student's condition does not meet the criteria specified under IDEA but meets the criteria specified under this law ( Colarusso & O’Rourke, 1999). The American with Disabilities Act (ADA), signed into law 1990 and amended in 2008, broadens the scope of section 504 into the private sector. The ADA’s impact on students is most noteworthy in the area of reasonable accommodations in academic program (Russo & Osborne, 2009). The schools that in full compliance with section 504 should not have any issues to abide with the requirements of the ADA.

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v. Huntsville Board of Education, 2015, p. 4). In other words, this case was looking at whether a free and appropriate public education was being offered. This is done using a two part test. First, did the district comply with the due process procedures set up in IDEA. Second, was the IEP developed in a way that could be reasonably calculated to enable to child to receive educational benefit (Phyllene W. v. Huntsville Board of Education, 2015, p. 5).

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Many doors were opened through the passing of the Education for All Handicapped Children Act of 1975, and several iterations of that law, to make free and appropriate education available to all eligible students with a disability. Additionally advances in computers, the internet, teaching software and classroom technology allowed for greater flexibility in distributing teachable content in multiple formats which helped deal with the variations in learning styles found in and out of the

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This describes where and when the services will be provided to meet the student’s goals. IDEA requires that the student be educated in the least restrictive environment, meaning with children without disabilities to the maximum extent as determined by the IEP team. In certain situations, supplementary aids and services must be provided and this information should also be stated in this section of the IEP. The date, frequency, location, and duration should be stated as well (Gibb & Dyches, 2007, p. 65-74) [Click and drag to move] .

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