Special Education Act Of 1975

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

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

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