Mills Case Summary

Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went

Section 504 and the ADA directly impact schools on several levels. First, all educational programs must be available to the qualifying individuals. Each eligible student who is classified as a 504 student must be offered regular or special education with the needed

The case of Brown v. Board of Education (1954), found that education was an important function. The courts viewed education as playing an important role in the future of the United States and since states chose to provide it, education then is a right that must be available to all on equal terms ( (Murdick, Gartin, & Fowler, 2014). The question of equal terms has been an uphill battle for families that have children with disabilities. There were many acts that addressed educational issues of children with disabilities. The elementary and Secondary Act of 1965 was created to improve education for children that were disadvantaged and it expanded funding. 1974 Education of the Handicapped

Section 504 is a part of the Rehabilitation Act of 1973 that outlaws discrimination based upon disability. It is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 ensures that the child with a disability has equal access to an education. Section 504 does not require a public school to provide an individualized educational program (IEP) that is designed to meet a child's unique needs

Williams is familiar with due to her experience teaching special education classes before becoming a principal. According to Mrs. William’s point of view, the Section 504 of the Rehabilitation Act is a way to formally document how the school meets the needs of students with a documented disability and provide protection to these students while they are in the public school system (Williams, personal communication, 2/3/17). One of the major premises of Section 504 is that it prohibits discrimination of any kind against a student of any disability. Students with disabilities cannot be excluded from participating or denied benefits or be discriminated against under any program receiving federal financial assistance (DOE, 2015). Students with disabilities such as hearing or vision impairment, learning disabilities, or emotional disabilities can receive teaching accommodations as well by using a 504 plan. This plan ensures that students with disabilities receive equal access to benefit from any needed educational aid, benefits or services. Students with disabilities are entitled to a free appropriate public education just the same as non-disabled students. They need to have the correct tools provided in order to access this education on the same level. These tools might include larger print books, enlargements of paper assignments, or even a personal monitor that is connected to the teacher’s workstation in order to better see the board work like the other students. Students with other disabilities are provided the resources they need to access their education as normally as possible. Additionally, students with behavior disabilities are given the protections they need to be able to have time to work on making improvements. For example, a student in 2nd grade that was recently placed on a 504 plan for an emotional disability which can manifest in violent, inappropriate behaviors has certain rights now. He has

The first two laws that dealt with this issue were the Rehabilitation Act of 1973 and the Education for All Handicapped Children Act of 1975. These laws provided federal funds and established regulations to protect equal access to a free, appropriate public education (FAPE) for students with disabilities. Over time, these laws have been amended and federal financial incentives have been tied to state compliance. Congress and the courts have clarified and reauthorized these laws along with passing additional legislation guaranteeing equal access and opportunities.

Until that time, many states had laws that excluded children with certain types of disabilities from attending public school. These included children who were blind, deaf and children labeled "emotionally disturbed" or "mentally retarded." Many of these children lived at state institutions where they received limited or no educational services. Having a disability does not automatically qualify a student for special education services under the IDEA. The disability must result in the student needing additional or different services to participate in school. For example, a child who is diagnosed autistic. Children with disabilities who qualify for special education are also automatically protected by Section 504 of the Rehabilitation Act of 1973 and under the Americans with Disabilities Act (ADA).

What the Brown decision provided was a means to challenge the meaning of, “separate but equal”, as it applied to public schooling opportunities for students with disabilities (Blanchett, Mumford, & Beachum, 2005). Before and after Brown, students with disabilities were not necessarily educated in public schools as there were no laws that mandated this. For the most part disabled students were educated in facilities that were separate from the “regular” school setting.

When a child has a disability or impairment, one of the biggest concerns is how those issues will affect that child’s education. Because of this concern, there are laws and contracts in place for children and their families to make sure they are legally guaranteed an education. Part B, Part C, and 504 plans are law ensuring services for students with disabilities or impairments to assure that these students get the accommodations or modifications they need to get the best education they can.

Section 504 is a federal law that ensures that students with disabilities will have equal opportunities to participate in educational programs in the least restrictive environment. To be protected under Section 504, a student will: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. When a student is found eligible, an accommodation plan is written that eliminates barriers so that he/she can participate in school programs and extra curricular activities.

The plaintiff Neil Roncker, at the time was a nine-year old boy with an intellectual disability that suffered from seizures. He had an IQ of less than 50 and his developmental age was between the ages of between two to three years of age. He also required constant supervision because he was unable to recognize dangerous situations. The school District decided that the proper placement for Neil was in a school that was exclusively for intellectual disabled students. Neil’s parents refused the placement and appealed the decision to a hearing officer. The hearing officer ordered the District to place Neil in a special education class in the regular elementary school setting. He found that the school District had not satisfied its burden

During the 20th century, in 1972 the Mills decided to expand on the impact of the PARC case, where they fought to allow children with developmental disabilities into school and also have a free public education. The Mills case took action when seven school-age children were denied placement into a public school because they alleged mental, behavioral, physical or emotional disabilities. According to Julie Mead (n.d. Mills v. Board of Education of the District of Columbia) “The court pointed out that the inadequacies present in the school system, whether caused by insufficient funding or poor administration, could not be allowed to impact more heavily on students with disabilities...The court ordered the board to adopt a detailed remedial plan

IS2 Mills is highly recommended for this assignment. He meets all the necessary requirements of COMDTINST M100.8A. IS2 Mills’ dedication to the training and instructing of fellow MIFC personnel has been exemplary. Throughout his tenure at MIFC LANT has trained MIST and TIE deployers for specialized operations, including LETC and LEIC missions utilizing his unique skill sets. When tasked with preparing his replacement in the MIST, IS2 work diligently to prepare IS3 Bekesi for the rigors of the position. His knowledge and briefing ability have singled him out on several occasions for briefing Admirals and foreign visitors. His selection to attend the Defense Language Institute at Monterey to study Spanish and graduate exemplified his abilities

A student receiving services as an entitlement is guaranteed to have a free and appropriate public education. This was set into motion after the Education of All Handicapped Children Act of 1975 was set into place. Students with disabilities were no longer discriminated against receiving a free and appropriate public education. Once a student either turns 21, receives a high school diploma, or gets a certificate of program completion, the student is no longer entitled to receive services. The student has transitioned into post-school, where they are not guaranteed to receive services. If the student decides to further their education, they must apply for services and get verified that they are eligible.

Students with disabilities have always faced scrutiny in society and sometimes even in their family. With the passing of various laws, people have begun to view students with disabilities in a different light. The passing of Section 504 of the Rehabilitation Act (1973), help prevent discrimination against persons with disabilities. The Individuals with Disabilities Education Act (IDEA) guaranteed the right for students with disabilities a free and proper education, with special funding to ensure that these students are granted this education. Legislation and litigation has influenced the education of students with disabilities tremendously. The 1954 Supreme Court case, Brown v. the Board of Education, lead the movement in schools taking responsibility to teach all children, and allowed for all students to have an appropriate education. Other Supreme Court cases such as, Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania and Mills v. Board of Education, Washington, D.C., are known for their efforts to ensuring free and appropriate education for students with disabilities. Throughout the years even though special education laws have been passed, courts have played a continuous role in interpretation and enforcement of mandating the rights of persons with disabilities. The United States Legislation has taken steps to recognizing the rights of persons with disabilities. During the Civil Rights movement sparked the interest of the rights of disabled