Federal Policy and the Education of Students with Disabilities: Progress and the Path Forward

Abstract

Federal policy has had a significant effect on the educalion of students with disabilities in the United States. From the Supreme Court cases of the 1970s to the No Child Left Behind Act (NCLB) accounlubility provisions of the early 21st Century, students with disabilities, their families, and educators who work with them have been mightily shaped by the force of federal policy. While surely there are well documented unintended consequences-under-resourced requirements, unenforced mndales, and examples of poor implementation-there have also been significant milestones of progress. This article provides a 500,000 foot overview of some of the progress to date and some of the opportunities on the horizon. It presents evidenced-based outcomes of NCLB for students with disabilities and considers the path forward as we approach reauthorization of NCLB. We consider three specific areas of gains under NCLB for students with disabilities; awareness, access, and achievement.