These helped to increase the amount of training and funding individuals that were responsible for education could receive; specifically with regard to learning and understanding how to educate children with mental retardation and issues pertaining to blindness/disabilities with sight. Further, the State School’s Act of 1965 provided additional grant funding from the federal government as a means of accomplishing the tasks that have thus far been denoted with respect to the provisions made available for those with distinct disabilities within the educational system.
As one can adequately note, the purpose of all of this legislation was to provide a more fair and equitable distribution of education; one did not favor or preference one specific of individuals. As this served as the fundamental backbone of what came to be known as FAPE (Free Appropriate Public Education), it had a profound impact with regard to the way in which educators came to understand their role and allocated funding based upon the unique disabilities that were exhibited within their student body.
The context of education at the time was one that of course placed a higher emphasis upon the average student and most often ignored the needs and requirements of those that had what were referred to as special needs. As a means of seeking to make this reality a distant memory, Congress and stakeholders within the educational system sought to effect a more reasonable and ethical approach whereby students with disabilities would have their educational needs determined and provided for in a similar degree as compared to those that were considered as average.
The core challenge to FAPE came as a Supreme Court case that challenged that Free Appropriate Public Education was not being provided to a deaf girl within a particular school district; as the district had denied her parents request for a deaf translator. Seeing this as an egregious denial of FAPE, the suit ...Show more