By Ruth Colker
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Additional resources for Disabled Education: A Critical Analysis of the Individuals with Disabilities Education Act
63 Congress produced a Conference Report on November 14, 1975, that reflected the compromises reached between the Senate and House versions. The House agreed to the Conference Report on November 18, 1975, by a vote of 404–7. The Senate adopted the Conference Report the next day by a vote of 87–7. President Gerald R. 66 The specified funding levels never went into effect. 67 The Hearings Senate The two years of hearings that preceded adoption of the Act reflected strong concern for the needs of poor and minority children.
Testimony from some leading special education advocates that their approach could exacerbate educational inequities for poor and minority children was ignored. Instead, Congress simply put the Mills and PARC consent decrees into law. The education for all handicapped children act >> 23 Early Funding: 1954–64 In the 1950s, Congress used its appropriation authority to develop programs for subgroups of individuals with disabilities. On July 26, 1954, Public Law 83-531 authorized Congress to provide $1 million in grants to support educational research for students with mental retardation.
Stephen Kurzman, the Assistant Secretary for Legislation, Department of Health, Education and Welfare, testified that the Ford administration The education for all handicapped children act >> 31 recommends against increasing the present authorization levels which are already larger than any realistic projection of actual funding possibilities. This, as we have said in a number of other contexts, simply contributes to the phenomenon of unfulfilled expectations. 93 Thus, from the outset, the executive branch resisted providing the financial resources necessary to make special education a reality for all children.
Disabled Education: A Critical Analysis of the Individuals with Disabilities Education Act by Ruth Colker