Chapter 1: History of Special Education in the United States

Before IDEA People with disabilities only accommodated rather than assessed, educated, and rehabilitated Inaccurate tests often led to inappropriate labeling and ineffective education More challenging to find support for those from diverse cultural, racial or ethnic background Families rarely given opportunity to be involved in planning or placement decisions Resources unavailable to enable children with significant disabilities to live at home and be educated at neighborhood schools

Federal Legislation Foundation for effective programs and services of early intervention and special education began in the 1950's and 1960's. Since then key federal legislation has supported improved programs and services

Federal Legislation PARC v. Commonwealth (1971) & Mills v. Board of Education (1972) landmark court decisions that helped advance increased educational opportunities for students with disabilities. These two established the responsibility of states and localities to educate children with disabilities Every child with a disability has a right to be educated under the equal protection clause of the 14th amendment.

FAPE FAPE - Free, Appropriate Public Education to each child with a disability in every state and locality across the country. 4 Purposes of FAPE: 1) "to assure that all children with disabilities have available to them... a free appropriate public education which emphasizes special education and related services designed to meet their unique needs" 2) "to assure that the rights of children with disabilities and their parents... are protected" 3) "to assist States and localities to provide for the education of all children with disabilities" 4) "to assess and assure the effectiveness of efforts to educate all children with disabilities.

Progress Education for the Handicapped Act (1975) mandated that states provide programs and services Required development of Individualized Education Plan (IEP), including transition plans to address post-school goals Must educate children with disabilities in the Least Restrictive Environment (LRE) Now called IDEA (Individuals with Disabilities Education Act)

Progress Culturally Relevant Assessment and Intervention Principles link assessments of student progress directly to the instructional curricula rather than to abstract norms for standardized tests examine not only the individual child but also his/her instructional environment, using direct observational data create classroom environments that reflect different cultural heritages and accommodate different styles of communication and learning develop and implement family-friendly practices to establish collaborative partnerships with parents and other caregivers, including those who do not speak English

Progress IDEA requires active parent participation, including development of IEP. IDEA 1997 requires schools to report progress to parents of children with disabilities as frequently as they report to parents of typical children Hundreds of thousands of professionals specializing in early childhood and special education are being trained with IDEA support (intervention staff, classroom teachers, therapists, counselors, psychologists, program administrators, and other professionals who will work with children with disabilities and their families)

Progress IDEA must build on its previous support for equality of access and continue to expand and strengthen its support for quality programs and services. Need continued focus on the full implementation of IDEA to ensure that each student's educational placement and services are determined on an individual basis, according to the unique needs of each child, and are provided in the LRE. Focus must be on teaching and learning to access general education curriculum (98% of all students)

Willowbrook: The Last Big Disgrace In 1965 Robert Kennedy spoke about the lack of support and horrible conditions at Willowbrook Institution on Staten Island for children with disabilities Nothing change until a group of reporters filmed an unannounced documentary exposing the conditions inside, demanding change for treatment of children with disabilities This incident led to the shutting down of institutions across America

People First Language Strives to put people first by focusing on positive characteristics People with disabilities make up our country's largest minority group People with disabilities are NOT: - suffering from the tragedy of birth defects - heroes who struggle to become normal again - victims who fight to overcome their challenges - representing the stereotypical perception considered "handicapped" or "disabled" - retarded, autistic, blind, deaf, learning disabled, etc.

People First Language They ARE: - people: moms, dads; sons, daughters; employees, employers; friends, neighbors; students, teachers; scientists, reporters; doctors, presidents, etc. - people FIRST Each person is unique!