Describe how laws dealing with children with disabilities have changed over time.

Question

What will be an ideal response?

Answer 1

In 1975, Public Law 94-142 (Education for All Handicapped Children Act) was passed to ensure a “free and appropriate public education” for all children with disabilities between the ages of 3 and 21. As part of this law, programs are required to seek the input and involvement of parents, in part articulated through an Individualized Education Plan (IEP). The IEP is developed by a team that includes professionals and the parents. A decade later, in 1986, Public Law 99-457 (the Education of the Handicapped Act Amendments) added provisions for children from birth to age five. Specifically, what was referred to as Part H of this law addresses the needs of infants and toddlers with disabilities. It calls for services for children under three who are experiencing or are at risk for developmental delays and requires an Individualized Family Service Plan for the child and family, developed by a transdisciplinary team. Public Law 101-476, the Individuals with Disabilities Education Act, was passed in 1990, reauthorizing the earlier laws but reflecting a change in philosophy away from labeling children as “handicapped” and referring to them instead as “individuals with disabilities.” In 1997, this law was further amended to provide comprehensive services for infants and toddlers (Part C) and preschoolers (Part B). Finally, Public Law 101-336, the Americans with Disabilities Act, was passed in 1990, assuring all individuals with disabilities, including children, full civil rights, including appropriate accommodations in child care and preschool programs. These laws came into being because of the commitment, dedication, and hard work of parents and professionals whose advocacy eventually led to legal remedies for the plight of children with disabilities who, too often, were excluded from the educational system.