History of Special Education 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, the Elementary and Secondary Education Act (PL 89-10) and the State Schools Act (PL 89-313) granted funds to states to help educate children with disabilities. In 1968, the Handicapped Children’s Early Education Assistance Act of 1968 (PL 90-538) funded early childhood intervention for children with disabilities. Several landmark court decisions established the responsibility of states to educate children with disabilities (in particular, Pennsylvania Association for Retarded Citizens (PARC) v. Commonwealth of Pennsylvania (1971) and Mills v. Board of Education of the District of Columbia (1972)).
Read more about this topic: Special Education In The United States
Famous quotes containing the words history of, history, special and/or education:
“The only thing worse than a liar is a liar that’s also a hypocrite!
There are only two great currents in the history of mankind: the baseness which makes conservatives and the envy which makes revolutionaries.”
—Edmond De Goncourt (1822–1896)
“Let us not underrate the value of a fact; it will one day flower in a truth. It is astonishing how few facts of importance are added in a century to the natural history of any animal. The natural history of man himself is still being gradually written.”
—Henry David Thoreau (1817–1862)
“Research shows clearly that parents who have modeled nurturant, reassuring responses to infants’ fears and distress by soothing words and stroking gentleness have toddlers who already can stroke a crying child’s hair. Toddlers whose special adults model kindliness will even pick up a cookie dropped from a peer’s high chair and return it to the crying peer rather than eat it themselves!”
—Alice Sterling Honig (20th century)
““We’ll encounter opposition, won’t we, if we give women the same education that we give to men,” Socrates says to Galucon. “For then we’d have to let women ... exercise in the company of men. And we know how ridiculous that would seem.” ... Convention and habit are women’s enemies here, and reason their ally.”
—Martha Nussbaum (b. 1947)