1. Historical Concepts and Perspectives
Chapter 1
Historical Concepts and Perspectives
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2. AN EARLY DARK HISTORY Accounts of CIDs date to 1500 B.C.
Early Egyptians tried to cure a number of human ailments.
Infanticide is the widespread killing of infants with disabilities in ancient Greece and Rome.
During the Renaissance, physicians such as Paracelsus and Platter began to distinguish between mental retardation and mental illness.
Although there were medical advances in the 17th century, societal factors led to inhumane treatment of individuals with CIDs in Europe and in America.
In the 18th century, Periere and Pinel began advocating a more humane approach.
Moral treatment is an approach that is attributed to Pinel; it emphasized positive, psychologically oriented components.
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3. A SHIFT TO CARE
Jean Marc Gaspard Itard is a French physician best known for his work with Victor, the wild boy of Aveyron. He believed that individuals with severe CIDs could be educated.
Jean Etienne Esquirol is one of the first to establish levels of CIDs who differentiated between “idiots” and imbeciles.”
Johan Jacob Guggenbuhl was credited as being the first to establish an institution for individuals with CIDs in Abendberg, Switzerland.
Cretinism is a thyroid deficiency condition resulting in physical deformity and CIDs. This is the type of individual for whom Guggenbuhl focused his work.
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4. A SHIFT TO CARE
Samuel Gridley Howe began his work in the United States in the area of visual impairment but had an impact on the development of institutions for individuals with CIDs.
Edouard Seguin is a physician who worked initially in France and later in the United States. He was very instrumental in developing institutions and was the first president of what is now the American Association on Intellectual and Developmental Disabilities. Itard was his mentor.
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5. AN AGE OF CONFLICT
The term training school began to replace the term institution in the 19th century.
After the Civil War and bad economic times, institutions returned and became more custodial than educational.
Eugenics is the attempt to improve the human species through the control of hereditary factors.
The Eugenics movement emerged primarily at the end of the 19th century and the beginning of the 20th century. Supported by separate books about two families, the Jukes and the Kallikaks, it reinforced the genetic basis for CIDs and socially negative traits.
The number of institutions increased and the quality decreased in the 1920s and 1930s.
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6. HUMANIZATION OF PEOPLE WITH CIDs
Certain factors such as the political climate, changes in philosophy, and educational and medical advances resulted in a more positive atmosphere for change in the 1930s.
1940s-1950s
World War II resulted in more employment opportunities.
Exposé of institutions began to impact public perceptions.
Legislation began to foster an increased interest in CIDs.
Brown v. Board of Education ruled against racial segregation and set the stage for CIDs litigation.
Special education, although primarily involving segregated classrooms, became routine in many school districts.
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7. HUMANIZATION OF PEOPLE WITH CIDs
President Kennedy began many programs to assist individuals with CIDs including the President’s Commission.
Normalization is a concept developed in Scandinavia that states that individuals with CIDs should be given the same opportunities and conditions in life as those without disabilities.
Hobson v. Hansen is a court case that focused on the misuse of test information with minority students; it established the basis for similar litigation for individuals with CIDs.
Lloyd Dunn, in a notable article in Exceptional Children, argued for the integration of students with mild CIDs into the regular education classroom and away from segregated programs.
Early intervention programs such as Head Start were implemented.
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8. HUMANIZATION OF PEOPLE WITH CIDs
The 1970s was a decade of considerable litigation and significant legislation as advocacy groups became increasingly active and powerful.
PARC and Mills were two court cases that led to the requirement that no student, regardless of disability, be excluded from a free and appropriate public education (FAPE).
Other court cases focused on the discriminatory use of test scores to identify students as having CIDs.
Litigation regarding institutions (e.g., Wyatt and Pennhurst) resulted in improved conditions and increased constitutional rights of the residents.
P.L , arguably the most significant legislation regarding individuals with disabilities, was passed in This law required, among other things, an individualized education program, a free, appropriate public education, and educational placement in the least restrictive environment.
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9. HUMANIZATION OF PEOPLE WITH CIDs
1970s (Continued)
The educational placement that allows students, to the maximum extent appropriate, to be taught with their peers without disabilities is known as least restrictive environment.
Mainstreaming is a philosophy that students with disabilities be taught with their peers without disabilities in the regular education classroom for at least a part of the day if they can do so with little or no support.
The concept of normalization was expanded to residential, educational, and vocational realms.
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10. HUMANIZATION OF PEOPLE WITH CIDs
The 1980s was a decade of more conservative policies.
Litigation focused on clarifying aspects of P.L The Rowley case helped define FAPE and the Tatro case examined the issue of related services.
Honig v. Doe is the Supreme Court case that dealt with discipline (e.g., expulsion) of students with disabilities.
P.L had several amendments including P.L that expanded services to infants, toddlers, and preschoolers.
Regular Education Initiative is the movement that proposed that special education and regular education combine their resources and expertise to work within the regular class setting with all students having difficulties.
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11. HUMANIZATION OF PEOPLE WITH CIDs
1980s (Continued)
Social role valorization is a term suggested by Wolfensberger to replace normalization; it refers to the positive development of socially valuable roles of individuals with CIDs rather than just being accepted as a part of society.
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12. HUMANIZATION OF PEOPLE WITH CIDs
1990s-2000s
New Paradigm is the philosophy that incorporates self-determination, consumer empowerment, person-centered planning, and increased quality of life for individuals with CIDs.
Americans with Disabilities Act (ADA) was passed in 1990 and provided strong, enforceable standards to prevent discrimination against individuals with disabilities in the workplace, public transportation, and public buildings.
P.L was reauthorized in 1990 and became the Individuals with Disabilities Education Act (IDEA) and provided additional protection and services for students with disabilities.
IDEA was reauthorized in 1997 and emphasized the need to allow students with disabilities to participate in the general education curriculum.
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13. HUMANIZATION OF PEOPLE WITH CIDs
1990s-2000s (Continued)
IDEA was again reauthorized in 2004 and strengthened many of the principles from IDEA 97, specifically the participation in the general education curriculum and in statewide assessments.
Inclusion is a general term used to describe the integration of students with disabilities into the general education classroom with their peers without disabilities. Inclusion has different meanings for different individuals.
Full inclusion is the position that all students, regardless of the type and degree of their disabilities, should be taught exclusively in the general education classroom with their peers without disabilities.
Partial inclusion is the situation in which students with disabilities receive most of their instruction in the general education classroom but are taught in other instructional settings when appropriate.
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14. HUMANIZATION OF PEOPLE WITH CIDs
1990s-2000s (Continued)
This decade saw more movement to community supports that incorporated the philosophy of the New Paradigm.
A continued reduction in state-supported facilities and a subsequent increase in community-based facilities emerged in most states.
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15. CURRENT PERSPECTIVES
Many areas show promise for the 21st century, including issues related to social, legal, medical, and educational concerns.
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