spend at least 60% of their school day working directly with the special education staff. These students may or may not participate in the general education classroom with typical peers. If a student is unable to function within the general education classroom and/or the special education classroom, the team's next step is to consider placing the student at a school specializing in the education of children with extreme disabilities. The trend during the 1990s was to move away from this model, as previous research pointed to academic and behavioral growth among these students when taught via individualized instruction within the general setting. If the student has a very severe health condition or is not able to attend school for some other reason, he or she will receive instruction at home. A special education teacher, staff, and related service providers go to the student's home to deliver instruction. The highest level of restrictive placement is institutionalization. When the student's needs are such that he or she cannot function in any of the less restrictive environments, residential placement must be considered by the team. Very few students in the United States today are in residential placement. The goal is usually to get the student to a point where they are able to return to the public school campus, if at all possible. History in the US Until the passage of PL94-142 in 1975, American schools educated only one out of five children with disabilities. More than 1 million students were refused access to public schools and another 3.5 million received little or no effective instruction. Many states had laws that explicitly excluded children with certain types of disabilities, including children who were blind, deaf, and children labeled "emotionally disturbed" or "mentally retarded." In the 1950s and 1960s, family associations began forming and advocating for the rights of children with disabilities. In response, the Federal government began to allocate funds to develop methods of working with children with disabilities and passed several pieces of legislation that supported developing and implementing programs and services to meet their needs and those of their families. Two laws provided training for professionals and teachers who worked with students with "mental retardation" ( PL 85–926 in 1958 and PL 86–158 in 1959). In 1961, the Teachers of the Deaf Act (PL 87-276) provided for training of teachers to work with the deaf or hard of hearing. In 1965,