Many families and educators erroneously take for granted that special education
services have always been available for students with disabilities. This is
not the case. There was a relatively recent time in our history when students
with disabilities did not have the right to go to school-when there was no
mandate for special education services. Children with disabilities were either
ignored or excluded from attending public schools. It was only through the persistence
of many dedicated advocates that laws were passed to provide education
for children with disabilities. These advocates can be credited for working
284 CHAPTER 10 Understanding the Laws Related to Students With Disabilities
with policy-makers to create the mandate
for special education.
The important federal laws, regulations,
and court cases that pertain
to students with disabilities are discussed
in this chapter. However, it is
also paramount for teachers to know
the specific laws and regulations that
govern special education in their
states. Teachers can find that information
through their State Department
of Education website and through
their professional organizations.
Student Stories 10.1 exemplifies
the state of education before the
Education for All Handicapped Children
Act. Three decades ago, children
with disabilities were neglected or
ignored and their education was out of the realm of possibility.
Let us now look at the basic laws that protect the rights of students with
disabilities and investigate the key concepts associated with those laws.
Laws and regulations provide protections to students with
disabilities.
In describing the steps necessary in getting legislation passed to include
students vfith disabilities in a system that not so long ago shunned and
excluded them, your authors use which word(s) to describe the efforts of the
advocates who took on this fight?
a. “Persistent”
b. “Shocking, militant, and at times violent”
c. “Stoic”
d. “Unpretentious and fatalistic”