The 1970s saw the initiation of critical advances in laws governing delivery of services to individuals with disabilities. These landmark legal changes and the process of deinstitutionalization have had a profound impact on where individuals with an intellectual disability (ID) reside and where their educational services are provided. Subsequent legislation emphasizing service delivery in natural environments that include typical peers has implications for inclusive practices across the life span, as many adults with ID transition into community-based living settings.
The following is a summary of landmark federal laws and policies responsible for changes in services for persons with ID.
1975 | The Education for All Handicapped Children's Act (PL 94-142) |
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1978 | Rehabilitation, Comprehensive Services, & Developmental Disabilities Amendments of 1978 (PL 95-602) |
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1986 | Education of the Handicapped Act Amendments of 1986: Title I—Handicapped Infants and Toddlers (Public Law 99-457) |
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1990 | The Americans with Disabilities Act (ADA) of 1990 (PL 101-336) |
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1990 | Individuals with Disabilities Education Act (IDEA) of 1990 (Public Law 101-476) |
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1994 | Developmental Disabilities Assistance and Bill of Rights Act Amendments (PL 103-230) |
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1997 | Policy Directive of the Federal Rehabilitative Services Administration (RSA PD 97-04 of the Department of Education) |
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1997 | The Individuals with Disabilities Education Act Amendments (IDEA) of 1997 (PL 105-71) |
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2004 | Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (Public Law 108-446) |
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2004 |
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2015 |
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2017 |
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For current information on IDEA and ADA, see Building the Legacy: IDEA 2004 and Information and Technical Assistance on the Americans with Disabilities Act.
Collectively, these legislative changes helped alter the legal status of individuals with ID (Brady et al., 2016) and have stimulated general social and institutional acceptance of the rights of persons with ID. These changes have resulted in
Each of these rights for individuals with ID leads to principles that guide the roles and responsibilities of audiologists and speech-language pathologists in their service to persons with ID.
Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., ...Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121, 121–138.