-
Period: to
Industrial Revolution
The industrial Revolution increased the need for workers, especially in factories. Individuals with disabilities were trained through vocational education to support the workforce needs. -
Source of Shame
Before 1800 persons with disabilities hidden away by families, placed in orphanages, or exploited in circus sideshows as they were not considered complete humans, and, in some cases, believed to be demonic. -
Period: to
Early Reform Era
-
Gallaudet and Clerc Promote Education
Gallaudet and Clerc treated deafness as a physical disability began to implement programs to educate those who were deaf or hard of hearing. Deafness was still considered a medical issue needing treatment and physicians attempted to restore hearing with surgery, electric shock, leech treatment, and other interventions. -
End of Industrial Revolution
Many jobs for people with disabilities were eliminated at the end of the Industrial Revolution. The education, rights, and opportunities for persons with disabilities disappeared along with the factory jobs. -
Sam Gridley Howe
Began efforts to support blind individuals in formal education and founded the Perkins Institution. Howe, Gallaudet, and Clerc ignited a movement to research disabilities and provide educational services. -
Dorthea Dix
Dix began advocating for persons with disabilities after seeing the deplorable institutions and jails were the intellectually disabled and mentally ill were living. -
American Printing House for the Blind (APH)
The APH was established in 1858 in Kentucky to meet the increased need for tactile materials, such as raised letter books for the schools for the blind. It remains in operation today as one of the largest non-profit organizations in the world. Their mission is to provide innovative accessible resources to individuals who are blind or visually impaired. APH provides people with vision impairments an equal opportunities wherever they are in life. Contributed by April Clerc -
Period: to
Stagnation and Regression
This time in history was a time of debate about the racial and genetic foundation of American and theories of eugenics to eliminate unwanted genetic characteristics and segregation to protect the general public were prevalent. Many students with disabilities were not educated because people feared that they would "integrate into society and reproduce" (Bain De Los Santos Kupczynski (2019). -
Compulsory Attendance Laws
Students with disabilities were required to attend school as states passed mandatory attendance laws, but most were segregated from the general school population to protect non-disabled children. -
Civil War
The Civil War interrupted the progress made in educating students with disabilities. Americans were focused on the War and racial issues. -
Darwin publishes On the Origins of Species
Darwin's book introduced the idea that all human traits were inherited. This book encouraged others to promote the idea of eugenics, a (now discredited) practice that attempted to 'improve' the population by determining who was fit to have children. Darwin did not publicly support this practice. People with disabilities were viewed as 'unfit' to have children and were moved to institutions or sterilized to keep them from reproducing and reduce the number of 'feebleminded' citizens. -
Alexander Graham Bell coins term "Special Education"
While better known for his inventions, Bell was also an advocate for the deaf. He presented the need for specialized learning and materials to the National Education Association stating that those with learning disabilities should be taught by trained professionals in an untraditional way. Contributed by Paige Dalrymple -
Plessy v. Ferguson (Supreme Court)
In the 1896 case of Plessy v. Ferguson, the U.S. Supreme Court ruled that segregation was constitutional, as long as facilities for different races were equal, a concept known as "separate but equal". This ruling, based on a Louisiana law requiring separate railway cars for Black and white passengers, legitimized segregation in public accommodations and was a landmark case that shaped the legal landscape of racial segregation in the United States for decades. -
George Still identifies medical condition
George Still, a British physician, described a condition he called "abnormal defect of moral control in children," which is now recognized as ADHD. He identified children with normal intelligence who exhibited impulsivity, inattention, hyperactivity, but the cause of these symptoms was unknown at the time. Still's work in 1902 is considered a landmark in the understanding of ADHD. He described intelligent children who struggled with self-control, attention, impulse control. -
1st Intelligence Test
The Binet-Simon Scale is the name of an early intelligence test developed by Alfred Binet and Theodore Simon in France. It was one of the first tests designed to predict scholarly performance and identify children who might need special education. The test measured mental age, comparing a child's performance on tasks to the average performance of children of a certain chronological age -
The terms mentally retarded and gifted are introduced
In 1920, the terms "mentally retarded" and "gifted" were used, but the understanding of intellectual disability and giftedness was evolving. The term "moron," along with others like "imbecile" and "idiot," was used to classify different levels of impairment. The term "gifted" was also being used to describe individuals with high intelligence, as research on gifted children was gaining traction. -
Council for Exceptional Children founded
The International Council for the Education of Exceptional Children is organized by a group of administrators and supervisors attending the summer session at Teachers College, Columbia University, and their faculty members on August 10, 1922. The Council begins with 12 members. Elizabeth E. Farrell was the Founder and first President 1922-26.CEC proclaims the establishment of professional standards for the field of special education as a fundamental aim of CEC. contributed by Marissa Garza -
Buck v. Bell (Supreme Court)
The U.S. Supreme Court ruled that sterilization was lawful and would benefit society. -
Social Security Act
The Social Security Act of 1935, signed into law by President Franklin D. Roosevelt on August 14, 1935, established a system of federal old-age benefits and enabled states to make better provision for aged persons and unemployment compensation. It created the Social Security program, a system of retirement pensions funded by payroll taxes on employers and employees, as well as a system of unemployment insurance. -
Characteristics of Autism identified
Leo Kanner, an Austria-American psychiatrist, published a historic paper that identified described the characteristics of autism. He observed 11 children found unique pattern of behavior that included difficulties in challenges in communication, social interactions, a strong preference for routines repetitive activities. He described these children as having “autistic aloneness” “insistence of sameness” different from other developmental disorders.
Contributed by Ayvah Arauza -
Period: to
Contemporary Reform
After six million Jews and three million 'undesirable' people were killed by Nazi Germany under the guise of eugenics, Americans disavowed the practice. Medical and educational research changed the public consciousness and the United States moved towards a more inclusive environment for people with disabilities, yet some were (and are) still resistant to change. -
Brown v. Board of Education (Supreme Court)
In the landmark case Brown v. Board of Education, the U.S. Supreme Court unanimously ruled in 1954 that racial segregation in public schools was unconstitutional, violating the Equal Protection Clause of the Fourteenth Amendment. This decision effectively overturned the "separate but equal" doctrine established in the Plessy v. Ferguson case. -
Social Security Amendment
The 1956 Social Security Act amendments, signed into law by President Eisenhower on August 1, 1956, expanded coverage, increased benefits, and made significant changes to public assistance and child welfare programs. They extended coverage to farm owners, self-employed individuals, and uniformed service members, and included provisions for monthly benefits to disabled workers aged 50-64, as well as disabled children. -
Learning Disabilities defined
Before 1963 children that struggled academically were classified broadly as having intellectual disabilities. Samuel Kirk argued that these children have normal intelligence but struggle with processing information. His introduction of the term "learning disabilities" paved the way for specialized intervention the IDEA Act. Because of his work, Kirk proved that children with learning disabilities could still learn succeed with the right support and intervention.
Contributed by Callie Baker -
Social Security Amendment- Medicare & Medicaid
The Social Security Amendments of 1965, also known as the Medicare and Medicaid Act, was signed into law by President Lyndon B. Johnson on July 30, 1965. It established two key programs: Medicare, a health insurance program for the elderly, and Medicaid, a program providing health insurance for low-income individuals. The law was a significant expansion of the social safety net, providing federal health insurance for a wider range of Americans. -
Christmas in Purgatory
This book served as a powerful tool for raising awareness about inhumane conditions faced by people with disabilities in institutions, particularly in the US. It exposed the neglect denial of basic rights within these facilities, sparking the deinstitutionalization movement pushing for more humane living treatment options. The book's impact extended to legislation, academic research, advocacy, ultimately contributing to reforms in how people with disabilities were cared for. -
Architectural Barriers Act (ABA)
The Architectural Barriers Act of 1968 (ABA) mandates that buildings and facilities designed, built, or funded with federal money be accessible to people with disabilities. It was the first federal law to address accessibility in the built environment, signed into law by President Lyndon Johnson on August 12, 1968. The ABA applies to alterations and construction that occur after the bill's effective date. -
PARC v. Commonwealth of Pennsylvania (Supreme Court)
The Pennsylvania Association for Retarded Citizens (PARC) challenged Pennsylvania's education laws, which excluded or provided inadequate education for children with mental retardation. The court ruled in favor of PARC, establishing a right to a free and appropriate public education for all children with disabilities, regardless of their intellectual abilities. This case significantly impacted SPED law and led to the passage of the Individuals with Disabilities Education Act (IDEA). -
Mills v. Board of Education of District of Columbia (Supreme Court)
This class was a class action lawsuit filed in 1972. The court ruled that students with disabilities are entitled to a public education, regardless of cost or the ability to pay. This established a precedent for providing education services to children with disabilities, including those with severe disabilities. It was brought on behalf of 7 children who were denied public education due to their disabilities and the perceived additional costs of providing them with appropriate accommodations -
Rehabilitation Act
The Rehabilitation Act of 1973, a landmark civil rights law, prohibits discrimination based on disability in programs and activities that receive federal financial assistance. It also mandates affirmative action to employ and advance qualified individuals with disabilities in federal employment and by federal contractors.
Key Provisions: Section 504:
Prohibits discrimination on the basis of disability in programs and activities receiving federal financial assistance. -
Education for All Handicapped Children Act (EHA) (PL 94-142)
Congress enacted the Education for All Handicapped Children Act (Public Law 94-142) in 1975 to support states localities in protecting the rights of, meeting the individual needs of, improving the results for infants, toddlers, children, and youth with disabilities and their families. Before EHA, many children were denied access to education opportunities to learn. In 1970, U.S. schools educated only 1 in 5 children with disabilities, many states had laws excluding certain students. -
Pioneering research on special education practice
Dr. Lou Brow emphasized the need for students with significant disabilities to be educated in natural environments rather than segregated settings. He argued against institutionalization advocated for community-based instruction inclusive classrooms where students could learn alongside their peers. Key principles of Dr. Brown's research included:
Age-appropriate and functional curriculum
Community-based instruction
Inclusion over segregation
Dignity respect
Contributed by: Donovan Thomas -
Board of Education of the Hendrick Hudson School District v Rowley (Supreme Court)
Supreme Court case where Amy Rowley, a deaf child, was denied an interpreter because she was progressing 'normally' in inclusive classrooms. The court ruling created 2 questions for special education: Has the entity complied with the procedures in the Act? Is the child's IEP developed to enable the child to receive educational benefits? -
Irving Independent School District v. Tatro (Supreme Court)
catheterization during school hours in order to have access to education. The school stated that they were not responsible for providing medical services to students. The Supreme Court ruled that CIC (clean intermittent catheterization) is considered a regular service not a medical service. Under the Education of the Handicapped Act, the school was required to provide this service to Amber. This ruling allowed for students to have access to services they need while learning. Stephanie Chapa -
Honig v. Doe (Supreme Court)
The Court ruled that schools cannot impose long-term suspensions on disabled students, or change their educational placement, for disciplinary infractions determined to be a manifestation of their disability. The court clarified the "stay-put" provision of the EHA, prohibiting schools from excluding disabled students from the classroom. This means that a student's placement cannot be changed, the student cannot be excluded from school, while disputes about their placement are being resolved. -
Timothy W. v Rochester, New Hampshire School District (US Court of Appeals, 1st Circuit)
The Court ruled that the school districts are required to provide services to all disabled children, even those with severe disabilities, regardless of whether they can "benefit". The case addressed the district's denial of services to Timothy W., a child with severe disabilities, based on the argument that he was not capable of benefiting from education. The court rejected this argument, clarifying that the EHA mandates serving all disabled children, a principle known as "zero reject," -
Individuals with Disabilities Education Act (IDEA) (PL 94-142)
The EHA, passed in 1975, was reauthorized renamed the Individuals with Disabilities Education Act (IDEA). This federal law guarantees a free appropriate public education (FAPE) to children with disabilities, ensuring they have access to a quality education that meets their individual needs. IDEA also mandates that schools provide a least restrictive environment for students with disabilities, meaning they should be educated alongside their non-disabled peers to the maximum extent possible -
Americans with Disabilities Act (ADA)
This is a landmark civil rights law that prohibits discrimination against people with disabilities in various aspects of life, including employment, public accommodations, state local government services. Signed into law by President George H.W. Bush, the ADA ensures equal opportunities and rights for individuals with disabilities The ADA has had a significant impact on the lives of people with disabilities, leading to increased accessibility, inclusion, equality. -
Cedar Rapids Community School District v. Garret F. (Supreme Court)
The Supreme Court ruled that the Individuals with Disabilities Education Act (IDEA) requires public schools to provide "continuous, one-on-one nursing care for disabled children" if necessary for them to attend school. The case involved a student, Garret F., who required constant nursing care due to his disabilities. The Court held that the IDEA's related services provision covered such care, even if it was extensive or continuous, as long as it was necessary to benefit from education. -
No Child Left Behind Act
The No Child Left Behind Act (NCLB), enacted in 2002, was a landmark education law in the United States. It aimed to improve student achievement, especially for disadvantaged groups, by increasing accountability for schools and districts. NCLB was replaced by the Every Student Succeeds Act (ESSA) in 2015.
Key Features of NCLB:
Accountability
Testing and Standards
Adequate Yearly Progress (AYP)
School Choice
Teacher Qualifications -
IDEA Reauthorized
The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004) is a United States law that ensures children with disabilities receive a free appropriate public education (FAPE). It mandates equity, accountability, and excellence in education for these children and required the creation and publication of state performance plans and annual reports. -
Schaffer v Weast (Supreme Court)
In the Supreme Court case Schaffer ex rel. Schaffer v. Weast (2005), the court ruled that in administrative hearings challenging Individualized Education Programs (IEPs) under the Individuals with Disabilities Education Act (IDEA), the burden of persuasion rests on the party seeking relief, meaning the parents challenging the IEP. This decision essentially shifted the burden of proof in such cases to the party initiating the challenge. -
Winkleman v. Parma City School District (Supreme Court)
The Court addressed whether parents can represent their children in federal court under the Individuals with Disabilities Education Act (IDEA) without legal counsel. The court ultimately ruled that parents can represent their children pro se in IDEA cases, resolving a conflict between federal circuits. This decision affirmed parents' ability to pursue IDEA claims on their own behalf, ensuring children with disabilities have a voice in advocating for their educational rights. -
Higher Education Opportunity Act (HEOA)
This law aids students with intellectual disabilities by providing Federal work programs and grants to this population. It also allows the Secretary of Education to modify sections of law that might exclude students with disabilities in postsecondary education. Some postsecondary programs are limited to certificate or completion programs instead of degrees. These programs offer opportunities to students with disabilities such as socialization and real-life experience. -
Affordable Care Act
The ADA has had a significant impact on the lives of people with disabilities, leading to increased accessibility, inclusion, and equality. It has also led to changes in attitudes and practices, creating a more inclusive society for people with disabilities -
Rosa's Law
Rosa's Law was a significant piece of legislation aimed at changing the terminology used to describe individuals with intellectual disabilities. It was named after Rosa Marcellino, a young girl with Down syndrome. The law required federal agencies to replace the term "mental retardation" with "intellectual disability". The goal was to promote dignity and respect for individuals with disabilities by using language that more accurately reflects their abilities and potential. by Kayla Burleson -
Endrew v. Douglas County School District (Supreme Court)
This Court decision clarified the standard for a free, appropriate public education (FAPE) under the IDEA. A child named Endrew F. with autism who wasn't making sufficient progress in school leading his parents to place him in a private school. The court ruled that a student's IEP must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances," meaning IEPs must be appropriately ambitious designed to help the student make meaningful progress