**(a) Findings** Congress finds that—
(1) millions of Americans have one or more physical or mental disabilities and the number of Americans with such disabilities is increasing;
(2) individuals with disabilities constitute one of the most disadvantaged groups in society;
(3) disability is a natural part of the human experience and in no way diminishes the right of individuals to—
(A) live independently;
(B) enjoy self-determination;
(C) make choices;
(D) contribute to society;
(E) pursue meaningful careers; and
(F) enjoy full inclusion and integration in the economic, political, social, cultural, and educational mainstream of American society;
(4) increased employment of individuals with disabilities can be achieved through implementation of statewide workforce development systems defined in [section 3102 of this title](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title29-section3102&num=0&edition=prelim) that provide meaningful and effective participation for individuals with disabilities in workforce investment activities and activities carried out under the vocational rehabilitation program established under subchapter I, and through the provision of independent living services, support services, and meaningful opportunities for employment in integrated work settings through the provision of reasonable accommodations;
(5) individuals with disabilities continually encounter various forms of discrimination in such critical areas as employment, housing, public accommodations, education, transportation, communication, recreation, institutionalization, health services, voting, and public services;
(6) the goals of the Nation properly include the goal of providing individuals with disabilities with the tools necessary to—
(A) mak
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Stable record: federal_law:legal_authorities:record_usc_ec72cb49c5bed0e9ef898283 Source file: Laws/federal/codes/united-states-code/title-29/section-720-findings-purpose-policy--b6f7edcfa6.md Pages: Not recorded – Not recorded Passage SHA-256: 22297bccbcf6b3f8fad068ea0bcd76e7c0b61a37b04f666510270a98f941bba9 Retained source evidence SHA-256: b02e7574991ff0ee09abe4e91e924527466a2f9c77a16eec9cf22b41ecf91272
Source location: Title 29, Chapter 16, § 720; chapter-016-vocational-rehabilitation-and-other-rehabilitation-services.md
Stored source content
**(a) Findings** Congress finds that—
(1) millions of Americans have one or more physical or mental disabilities and the number of Americans with such disabilities is increasing;
(2) individuals with disabilities constitute one of the most disadvantaged groups in society;
(3) disability is a natural part of the human experience and in no way diminishes the right of individuals to—
(A) live independently;
(B) enjoy self-determination;
(C) make choices;
(D) contribute to society;
(E) pursue meaningful careers; and
(F) enjoy full inclusion and integration in the economic, political, social, cultural, and educational mainstream of American society;
(4) increased employment of individuals with disabilities can be achieved through implementation of statewide workforce development systems defined in [section 3102 of this title](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title29-section3102&num=0&edition=prelim) that provide meaningful and effective participation for individuals with disabilities in workforce investment activities and activities carried out under the vocational rehabilitation program established under subchapter I, and through the provision of independent living services, support services, and meaningful opportunities for employment in integrated work settings through the provision of reasonable accommodations;
(5) individuals with disabilities continually encounter various forms of discrimination in such critical areas as employment, housing, public accommodations, education, transportation, communication, recreation, institutionalization, health services, voting, and public services;
(6) the goals of the Nation properly include the goal of providing individuals with disabilities with the tools necessary to—
(A) make informed choices and decisions; and
(B) achieve equality of opportunity, full inclusion and integration in society, employment, independent living, and economic and social self-sufficiency, for such individuals; and
(7)
(A) a high proportion of students with disabilities is leaving secondary education without being employed in competitive integrated employment, or being enrolled in postsecondary education; and
(B) there is a substantial need to support such students as they transition from school to postsecondary life.
**(b) Purpose** The purposes of this chapter are—
(1) to empower individuals with disabilities to maximize employment, economic self-sufficiency, independence, and inclusion and integration into society, through—
(A) statewide workforce development systems defined in [section 3102 of this title](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title29-section3102&num=0&edition=prelim) that include, as integral components, comprehensive and coordinated state-of-the-art programs of vocational rehabilitation;
(B) independent living centers and services;
(C) research;
(D) training;
(E) demonstration projects; and
(F) the guarantee of equal opportunity;
(2) to maximize opportunities for individuals with disabilities, including individuals with significant disabilities, for competitive integrated employment;
(3) to ensure that the Federal Government plays a leadership role in promoting the employment of individuals with disabilities, especially individuals with significant disabilities, and in assisting States and providers of services in fulfilling the aspirations of such individuals with disabilities for meaningful and gainful employment and independent living;
(4) to increase employment opportunities and employment outcomes for individuals with disabilities, including through encouraging meaningful input by employers and vocational rehabilitation service providers on successful and prospective employment and placement strategies; and
(5) to ensure, to the greatest extent possible, that youth with disabilities and students with disabilities who are transitioning from receipt of special education services under the Individuals with Disabilities Education Act ([20 U.S.C. 1400](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title20-section1400&num=0&edition=prelim) et seq.) and receipt of services under [section 794 of this title](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title29-section794&num=0&edition=prelim) have opportunities for postsecondary success.
**(c) Policy** It is the policy of the United States that all programs, projects, and activities receiving assistance under this chapter shall be carried out in a manner consistent with the principles of—
(1) respect for individual dignity, personal responsibility, self-determination, and pursuit of meaningful careers, based on informed choice, of individuals with disabilities;
(2) respect for the privacy, rights, and equal access (including the use of accessible formats), of the individuals;
(3) inclusion, integration, and full participation of the individuals;
(4) support for the involvement of an individual’s representative if an individual with a disability requests, desires, or needs such support; and
(5) support for individual and systemic advocacy and community involvement.
Cross-references
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Federal law — U.S. Code and appendices · legal_authorities
**(a) Short title** This chapter may be cited as the “Individuals with Disabilities Education Act”.
**(b) Omitted**
**(c) Findings** Congress finds the following:
(1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.
(2) Before the date of enactment of the Education for All Handicapped Children Act of 1975 (Public Law 94–142), the educational needs of millions of children with disabilities were not being fully met because—
(A) the children did not receive appropriate educational services;
(B) the children were excluded entirely from the public school system and from being educated with their peers;
(C) undiagnosed disabilities prevented the children from having a successful educational experience; or
(D) a lack of adequate resources within the public school system forced families to find services outside the public school system.
(3) Since the enactment and implementation of the Education for All Handicapped Children Act of 1975, this chapter has been successful in ensuring children with disabilities and the families of such children access to a free appropriate public education and in improving educational results for children with disabilities.
(4) However, the implementation of this chapter has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.
(5) Almost 30 years of research and experience has
Stored review status: release_metadata_unconfirmed. The source passage cites 20 U.S.C. § 1400. This identifies an authority to review, not proof of applicability.
Federal law — U.S. Code and appendices · legal_authorities
§ 1400. Short title; findings; purposes
(a) Short title
This chapter may be cited as the ‘‘Individuals
with Disabilities Education Act’’.
(b) Omitted
(c) Findings
Congress finds the following:
(1) Disability is a natural part of the human
experience and in no way diminishes the right
of individuals to participate in or contribute
to society. Improving educational results for
children with disabilities is an essential ele-
ment of our national policy of ensuring equal-
Page 928
TITLE 20—EDUCATION
§ 1400
ity of opportunity, full participation, inde-
pendent living, and economic self-sufficiency
for individuals with disabilities.
(2) Before the date of enactment of the Edu-
cation for All Handicapped Children Act of
1975 (Public Law 94–142), the educational needs
of millions of children with disabilities were
not being fully met because—
(A) the children did not receive appro-
priate educational services;
(B) the children were excluded entirely
from the public school system and from
being educated with their peers;
(C) undiagnosed disabilities prevented the
children from having a successful edu-
cational experience; or
(D) a lack of adequate resources within the
public school system forced families to find
services outside the public school system.
(3) Since the enactment and implementation
of the Education for All Handicapped Children
Act of 1975, this chapter has been successful in
ensuring children with disabilities and the
families of such children access to a free ap-
propriate public education and in improving
educational results for children with disabil-
ities.
(4) However, the implementation of this
chapter has been impeded by low expectations,
and
an
insufficient
focus
on
applying
replicable research on proven methods of
t
Stored review status: historical_2024_not_currentness_verified. The source passage cites 20 U.S.C. § 1400. This identifies an authority to review, not proof of applicability.
Federal law — U.S. Code and appendices · legal_authorities
§ 720. Declaration of policy; authorization of ap-
propriations
(a) Findings; purpose; policy
(1) Findings
Congress finds that—
(A) work—
(i) is a valued activity, both for individ-
uals and society; and
(ii) fulfills the need of an individual to be
productive, promotes independence, en-
hances self-esteem, and allows for partici-
pation in the mainstream of life in the
United States;
(B) as a group, individuals with disabilities
experience staggering levels of unemploy-
ment and poverty;
(C) individuals with disabilities, including
individuals with the most significant dis-
abilities, have demonstrated their ability to
achieve gainful employment in competitive
integrated employment settings if appro-
priate services and supports are provided;
(D) reasons for significant numbers of indi-
viduals with disabilities not working, or
working at levels not commensurate with
their abilities and capabilities, include—
(i) discrimination;
(ii) lack of accessible and available
transportation;
(iii) fear of losing health coverage under
the Medicare and Medicaid programs car-
ried out under titles XVIII and XIX of the
Social Security Act (42 U.S.C. 1395 et seq.
and 1396 et seq.) or fear of losing private
health insurance; and
(iv) lack of education, training, and sup-
ports to meet job qualification standards
necessary to secure, retain, regain, or ad-
vance in employment;
(E) enforcement of subchapter V and of the
Americans with Disabilities Act of 1990 (42
U.S.C. 12101 et seq.) holds the promise of end-
ing discrimination for individuals with dis-
abilities;
(F) the provision of workforce develop-
ment activities and vocational rehabilita-
tion services can enable individuals with dis-
abilities, including individuals with the
most
significant
disabi