This week’s readings provided you with a look into the history of individuals who addressed the academic interests of children with disabilities. These individuals accepted many roles during the process because often there were no legal safeguards against social, academic, or legal injustices. Starting in the United States in the 1960s, advocates for children with disabilities began a strong campaign for equality. The Education for All Handicapped Children Act (EAHCA) was passed in 1975 with reauthorizations, updates, and refinements occurring continuously. Contemporary special educators continue to serve in multiple roles advocating for equality in schools, communities, and workplaces. Although the federally mandated role of special educators has evolved notably, public education for children with disabilities continues to be a dynamic and progressive area of practice.  Initial Post -  Begin by reading Chapter 1 in Murawski and Spenser (2011). Next, using the Ashford University Library or another source for scholarly writings, conduct additional research to explore the trends since 1950 in the United States related to service and delivery options for students with disabilities.  Then, construct a one paragraph response for each of the following: (a) examine how the special educator’s role has evolved as student rights have changed, including consideration for compulsory education, education placement, and education rights protected by federal law; (b) examine trends in special education and the special educators’ role in public education historically and hypothesize how that role might change in the next decade; and (c) identify leaders and other notable figures who have advanced legislation for and practice of special education since the 1950s. .

1. This week’s readings provided you with a look into the history
of individuals who addressed the academic interests of children
with disabilities. These individuals accepted many roles during
the process because often there were no legal safeguards against
social, academic, or legal injustices.
Starting in the United States in the 1960s, advocates for
children with disabilities began a strong campaign for equality.
The Education for All Handicapped Children Act (EAHCA) was
passed in 1975 with reauthorizations, updates, and refinements
occurring continuously. Contemporary special educators
continue to serve in multiple roles advocating for equality in
schools, communities, and workplaces. Although the federally
mandated role of special educators has evolved notably, public
education for children with disabilities continues to be a
dynamic and progressive area of practice.
Initial Post -
Begin by reading Chapter 1 in Murawski and Spenser (2011).
Next, using the Ashford University Library or another source
for scholarly writings, conduct additional research to explore
the trends since 1950 in the United States related to service and
delivery options for students with disabilities.
Then, construct a one paragraph response for each of the
following: (a) examine how the special educator’s role has
evolved as student rights have changed, including consideration
for compulsory education, education placement, and education
rights protected by federal law; (b) examine trends in special
education and the special educators’ role in public education
historically and hypothesize how that role might change in the
next decade; and (c) identify leaders and other notable figures
who have advanced legislation for and practice of special
education since the 1950s.