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1923 wisconsin legislation
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CSD 545
Laws
| Term | Definition |
|---|---|
| 1923 wisconsin legislation | First state to establish legislation for speech correction in the schools |
| 1925 | American Academy of Speech Correction was established |
| 1947 | American Speech and Hearing Association; Based on medical model; Did not address the whole child or the education aspect |
| 1954 Brown vs Board of Education | Equality for ALL children in public schools |
| 1971 PARC vs Commonwealth of PA | Ruling indicated it was not legal to reduce to educate children who have mental ages of less than 5 |
| 1972 Mills vs DC Board of Education | Public schools could not use the excuse of inadequate resources as a reason to deny education from students with a disability |
| 1973 Section 504 of PL 93-112 | Civil rights for person with disabilities |
| 1975 PL 94-142 - EHA | Elements of this law shifted school-based speech pathology to be part of special ed rather than gen ed; zero reject principle; LRE; appropriate education |
| 1978 | American Speech-Language and Hearing Association (ASHA) |
| 1986 PL 99-457 (preschool) | Changes made: funds for services birth-2, and 3-5; IFSPs; qualified service providers (MS degree for SLP) |
| 1990 IDEA (autism, TBI) | Mandates a free, appropriate, public education in LRE for all students with disabilities; added TBI and autism as new disability categories; congress mandated as part of IEP, ITP must be developed to aid with transition to post-secondary |
| 1997 IDEA 97 (inclusion, collaboration, transition) | Emphasis on access to the general curriculum; states given authority to expand "developmental delay" definition to include students up to age nine |
| 2002 No Child Left Behind | Every student learns and succeeds regardless of race, family, background, disability status; 4 principles: accountability, increased flexibility and control, increased teacher quality, EBP |
| 2004 IDEA 04 (RTI, HGT, EBP) | Focus on results, not on procedures or process; embrace a model of prevention rather than a model of failure; consider children with disabilities as children who belong in the gen ed class; EBP |
| 2013 Doug C vs Hawaii | Department of Ed held IEP meeting with no parent present (denying student of free and appropriate public education); parents did not refuse to attend and actively sought to reschedule to be able to participate |
| 2015 Every Student Succeeds Act | Provided flexibility for how schools were held accountable for measuring student success, funding for professional development and to recruit new educators |
| 2017 Endrew F vs Douglas County School District RE-1 | Child w autism made no measurable progress on IEP goals, parents advocated for meaningful educational standard; Supreme Court rejected the "de minimis" standard for one that "is markedly more demanding than the 'merely more than de minimis' test |
| 2017 Fry vs Napoleon Comm. Sch. District | School refused to allow a child's service dog to accompany her in school; parents sued for damages under Section 504 and ADAA; US Supreme Court issued a unanimous decision for child and parents |
Created by:
rianna.aasen
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