Gallagher voiced his concern that students with mild disabilities were being retained in classes that were not assisting them, seeing as their need for specialized education had expired. This contract would safeguard against incorrect and permanent placements, as well as help educators emphasize students’ strengths and positive contributions. Gallagher stated that “placement of primary school age, or mildly retarded, or disturbed, or learning disabled children in a special education unit would require a contract signed between parents and educators, with specific goals and a clear time limit.” (Gallagher, p527-535) Gallagher’s ideas, modified to some extent, resurfaced just three years later. The modified version found its way into a federal law in the form of an individualized education program (IEP), and a due process of hearing. The advocates’ success culminated 1975 when, on November 29, President Gerald Ford signed the Education of All Handicapped Students Act (EHA). This act authorized state grants to help give all handicapped children a free and appropriate education, and also tried to combat the misclassification and exclusion of school age children between the ages of six and eighteen. As EHA was being executed, and schools became more and more accessible and appropriate for those students with disabilities, Congress was willing to include more children under EHA’s protection. In 1983 and 1986, Congress amended the law to provide early childhood special education for children ages three to five. It was also believed that children with disabilities could also use assistance in the transition from childhood to adulthood. Congress amended the law again to ensure that students age sixteen and older would have an education, specifically geared towards helping them to become independent, productive, and included in the mainstream of American life. (Turnbull et al, p20) The ...
