According to the U.S. Office of Special Education Programs, prior to 1970, only 20 percent of children with disabilities were being educated in the U.S. school system and many states even had laws banning those with disabilities. Preceding forms of legislation that helped pave the way for the Education for All Handicapped Children Act included the 1965 Elementary and Secondary Education Act, which helped start to fund programs for disabled children, and the 1972 Supreme Court hearing, Mills versus the Board of Education of the District of Columbia, where several disabled children were determined to have been unlawfully denied access to education.
Six specific principles are part of the Individuals with Disabilities Education Act. In regards to children, these principles state that all disabled children will receive free public education, be thoroughly and properly evaluated, be placed on an individualized educational track and be educated within nonrestrictive facilities. In regards to parents, the act states that parents will be able to collaborate with educators and help make decisions about their child's education, and that specific procedures will be outlined for resolving issues between parents and the institution.
Many changes have taken place since the law was enacted. In 1986, the law changed from only applying to children from the age of 3 to applying to children from the time of birth. In 1997, when the Education for All Handicapped Children Act became the Individuals with Disabilities Education Act, amendments were put in place to further help disabled children transition out of high school. Also, according to the U.S. Office of Special Education Programs, high school graduation rates among disabled students were 14 percent higher in 1997 than they were in 1984.
The Office of Special Education Programs has put in place a system for monitoring the program. State Departments of Education are required to enforce the program and to collect data regarding the scholastic performance levels of children with disabilities. This data is submitted to the Office of Special Education Programs annually for review. If the Office of Special Education Programs deems it necessary, they can visit and inspect state educational departments and institutions.