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Special Education History
- 1. SPECIAL EDUCATION HISTORY Stephanie Fall SPE/300 Dr. Nathan Underwood May 29, 2017
- 2. Introduction to Special Education ■ The ExceptionalChild ■ Special Needs ■ Terminology ■ Special Education ■ Categories of disabilities
- 3. 8 Major Events Involving Special Education ■ 1817- First residential school in the US ■ 1876-The first professional association concerned with intellectual disability ■ 1897- National Education Association establishes a section for teachers of children with disabilities ■ 1898- Elizabeth Farrell begins a program for “backwards” or “slow learning” children ■ 1963-Association for Children with Learning Disabilities is organized ■ 1975- Education for All HandicappedChildrenAct is passed ■ 1990- the Individuals with Disabilities EducationAct (IDEA) becomes law ■ 2004- Individuals with Disabilities Education Improvement Act is passed
- 4. How terminology has changed ■ ExceptionalChild ■ Disability vs. handicap ■ Handicapism ■ Developmentally delayed vs. at risk
- 5. Why students are now in the least restrictive environment ■ Recognition from Districts ■ SpecializedTeachers ■ Parent Involvement ■ Assessments of the students ■ Funding ■ Parent acknowledgment of Child’s Disabilities
- 6. How society's view of special education has changed ■ Acceptance ■ Understanding ■ Acknowledgement ■ Growth
- 7. Shaping Special Education ■ Beneficial to the Child – Application Process – Teaching Methods – Activities – Extra Help
- 8. Contributions to the Developments of Special Education ■ Deafness ■ Mental Illness ■ Intellectual disability ■ Hearing Impairments ■ Blindness
- 9. Development of Public Schools for Children with Disabilities ■ 1869- Boston, MA: Deafness ■ 1878-Cleveland, OH: Behavioral disorders ■ 1896- Providence, RI: Intellectual disability ■ 1898- NewYork, NY: Slow learners ■ 1899-Chicago, IL: Physical impairments ■ 1900-Chicago, IL: Blindness ■ 1901-Worcester, MA: Giftedness ■ 1910- Chicago, IL: Speech impairment
- 10. Reference: ■ Gargiulo, R. M., & Bouck, E. C. (2018). Special Education in Contemporary Society (6th ed.). Los Angeles, CA: SAGE. ■ Skiba, R. J., Simmons, A. B., & Ritter, S. (2008, Spring). Achieving Equity in Special Education: History, Status, and Current Challenges. Exceptional Child, 74(3), 264- 268. ■ Spaulding, L. S. (2015). A Review and Analysis of the History of Special Education and DisabilityAdvocacy in the United States. American Educational History Journal, 42(1), 91-109. ■ The History of Special Education in the United States. (2009). Retrieved from http://www.specialednews.com/the-history-of-special-education-in-the-united- states.htm ■
Editor's Notes
- “For many years, families that had a child who had disabilities had to hide them from the public” (Spaulding, 2015). Special Education has changed over the years in such a way that it is not even called a special education class anymore, they are now defined as the exceptional child. The exceptional child’s learning needs to be met in a different form with how instruction is taught and methods and techniques are used. Special Education terminology has changed along with the categories that are looked at for a child that has a special need. Special education doesn’t just mean intellectual disability, it covers 13 different categories ranging from Autism to a Emotional disturbance to a traumatic brain injury. In this presentation we will learn about the history of special education and how it has evolved.
- There are several different events that have taken place from the early 1800’s to present day. Such things as when the first residential school was opened in the US to the first professional association that had concern with intellectual disability. Other things that have made history involving special education would be the National Education Association establishing a section for teachers for children with disabilities, to programs that have begun for an Exceptional Child. In 1975 the first act was passed that would allow for all Handicapped children to get an education. Others passed were the IDEA law and the Individuals with disability education improvement act. (Gargiulo & Bouck, 2018, p. 19).
- Knowing that special Education doesn’t necessarily mean that a child is slow or has a learning disability, the exceptional child deviates from normal activity in such a way that a special education program or service is needed. People often confuse disability for handicap, not understanding the difference of the two. Disability meaning inability to perform a task in a normal setting vs handicap where is is difficult to complete the task due to the environment on a person with a disability. Handicapism has been experienced in decades before which led to unequal and different treatment to the person with the disability. Some might confuse developmentally delayed and at risk because the developmentally delayed are the children that range from 3 to 9 years old that perform below the standard norms, where the at risk child has not been assessed, due to biological, environmental or genetics.(Gargiulo & Bouck, 2018, p. 5-8).
- The awareness of these needs of this education has expanded over the last 200 years due to the recognition and involvement with not only the school districts, but with parents and educators. Parents are getting more on board with having their child assessed by the school district which leads to better understand and acknowledgement of their child’s Handicapism. When we can show, from testing or assessments, that children’s educational needs are different, then we are able to get funding for special needs for the children. Some examples would be more educators in this field with more assistance in those classrooms.
- Due to the numbers in Special Education expanding, there is more acceptance, understanding, acknowledgement and growth in our Educational systems. Due to the communication between parents and schools, along with both federal and state laws, our society is more understanding and realizes that special education classes are just as important as a general education classes. Meaning they are accepting of more special education classes per school as well as the necessities that are needed for those classes to run adequately. In understanding the different handicaps of each student, there are more tools and resources that can be used such as technology, earing devices, visual aides and hands on devices. “The Elementary and Secondary Education Act, which provided funding for primary education, expanded access to public education for children with disabilities” (The History Of Special Education In The United States", 2009).
- A significant way to shape not only a special education class, but an exceptional child, certain steps need to be understood and applied. For instance, the application process for getting that child enrolled in a special education class will determine their educational path. With teaching methods, making sure not just visual, but also conceptual and comprehensive are all covered as well. These things can be covered by using different activities in the class, such as videos, games, songs and hands on activities, with the assistance of extra help, they will ensure the child’s comprehension.
- Several people brought contributions in how these disabilities could be recognized. In 1715, Jacob Pereire introduced that a person who was deaf, could be taught to communicate. Philippe Pinel introduced the field of occupational therapy. Sensory stimulation in 1774, was discovered to help children who have intellectual disabilities just like the first residential facility in 1801 being used to help children who had either hearing or seeing impairments (Gargiulo & Bouck, 2018, p. 16).
- Special education in public schools did not appear until late in the ninetieth century to the early years of the twentieth century. Services for children who were exceptional began very slowly and only served a small numbers of children who needed those services. When special education classes began, they were more divided with the students being grouped together and separated from other students. All of these handicaps were not met at one time, they took several years to incorporate into public schools (Gargiulo & Bouck, 2018, p. 17).