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Taunya Hopkins 
SPE/514 Survey of Special Populations 
November 17, 2014 
Professor Imani Akin
Overview 
 
 8 Major Events 
 Key Factors 
 Terminology 
 Restrictive Environment 
 Society’s Views 
 Significance of Event 
(Tangent, LLC, 2014)
Brown v. Board of Education - 
1954 
 
 Terminology 
 Segregation & Emotional Impact 
 Restrictive Environment? 
 Environment denied 
 Society’s View 
 Exclusion is the current presiding rule 
 Significance 
(Tangent, LLC, 2014) 
 Gateway for Civils Rights Movement in Education 
 Segregation deemed unconstitutional in schools 
(Kinshasa, 2006)
Bureau of Education for 
Handicapped - 1965 
 
 Terminology 
 Mandated v. volunteered 
 Restrictive Environment? 
 High restriction still in place 
 Society’s View 
 World events drew attention to improving education 
for all students 
 Significance 
 First Federal program to support education for 
children with disabilities 
 State funded programs established 
(Jeffers, 1993)
PARC v. Pennsylvania - 
1972 
 
 Terminology 
 Due Process Clause & Equal Protection Clause 
 Restrictive Environment? 
 Access to education still denied by majority 
 Society’s View 
 Viewpoint that children with disabilities are unable to 
learn or fit in with ‘mainstream’ peers 
 Significance 
 Case finding: placement in regular classroom is 
preferable to special education classroom 
(Friend &Bursuck, 2012)
Mills v. D.C. Board of 
Education - 1972 
 
 Terminology 
 Due Process Clause & Sufficient Funds 
 Restrictive Environment? 
 Students with disabilities denied public education 
 Society’s View 
 Schools chose to deny students based on lack of funding 
 Significance 
 Established precedence- schools cannot deny education due to 
funding issues 
(Gargiulo, 2012)
Education for All Handicapped 
Children Act (EAHCA) - 1975 
 
 Terminology 
 Individualized Education Program (IEP) 
 Restrictive Environment? 
 Students must be placed in the least 
restrictive environment possible 
 Society’s View 
 States v. Federal gov’t disputed over the 
implementation and extent of rights and services 
 Significance 
 Schools receiving federal funding must provide free 
education for children with disabilities
Individuals with Disabilities 
Education Act (IDEA)- 1990 
 
 Terminology: 
 CAT (computerized adaptive tests) 
 Cognitive disorders defined 
 Restrictive Environment? 
 Mandate required students with disability participate in 
state assessments 
 Society’s View: 
 Schools did not value students with disabilities because 
their ability could not be measured academically 
 Significance 
 Parents given right to sue if child’s services not met 
 State assessment allowed to be modified 
(Turnball, 2005)
Americans with Disability Act 
1990 
 
 Terminology 
 Permanent v. transitory 
 Restrictive Environment? 
 Creating accommodations such as wheelchair access 
 Society’s View 
 Initial unacceptance of making modifications in society 
 Significance 
 Right to attend public school 
 Protects the rights of all individuals with disabilities 
(Wrightslaw: Special education law, 2004)
No Child Left Behind- 2001 
 
 Terminology: 
 Standards-based Education Reform 
 Restrictive Environment? 
 The standards test scores are all inclusive, but not 
necessarily the environment 
 Society’s View 
 Schools felt this standards-based requirement unrealistic 
 Significance 
 Mandates that ALL students reach proficiency levels in 
reading and math by 2014 
(Kossar, Mitchem, & Ludlow, 2005)
Summary 
 
 8 Major Events 
 Key Factors 
 Terminology 
 Environment 
 Society’s Views 
 Significance of Event 
(Weebly, n.d.)
References 
 
Friend, M., & Bursuck, W. (2012). Including students with special needs: A 
practical guide for classroom teachers. (6th ed.). Upper Saddle River, NJ: 
Pearson 
Gargiulo, R. M. (2012). Special education in contemporary society: An introduction to 
exceptionality (4th ed.). Retrieved from The University of Phoenix eBook 
Collection database 
Jeffers, J. T. (1993). An analysis of selected federal court decisions regarding special 
education administration: Public policy and principles. (Order No. 9333179, 
The University of Alabama at Birmingham). ProQuest Dissertations and 
Theses, , 719-719 p. Retrieved from http://search.proquest.com/docview 
/304046057?accountid=458. (304046057)
References (part II) 
 
Kinshasa, K. M. (2006). An appraisal of brown v. board of education, topeka KS. 
(1954) and the montgomery bus boycott. Western Journal of Black Studies, 
30(4), 16-23. Retrieved from http://search.proquest.com/docview/ 
200338638?accountid=458 
Kossar, K., Mitchem, K., & Ludlow, B. (2005). No child left behind: A national study 
of its impact on special education in rural schools. Rural Special Education 
Quarterly, 24(1), 3-8. Retrieved from http://search.proquest.com/ 
docview/227212540?accountid=458
References (part III) 
 
Tangent, LLC. (2014). Individuals, groups, & institutions. Retrieved from http:// 
wccushistory2.wikispaces.com/Individuals,+Groups,+%26+Institutions 
Turnbull, H. R. III (2005). Individuals with disabilities education act reauthorization: 
Accountability and personal responsibility. Remedial and Special Education, 2 
6(6), 320-326. Retrieved from http://search.proquest. 
com.ezproxy.apollolibrary.com/docview/236325852?accountid=458 
Weebly. (n.d.). Inclusive classrooms: A tool for teachers. Retrieved from http://tools 
forinclusion.weebly.com/ 
Wrightslaw: Special education law. (2004, Spring). Palaestra, 20, 55. Retrieved from 
http://search.proquest.com/docview/213173656?accountid=458

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Wk1 History of Special Education

  • 1. Taunya Hopkins SPE/514 Survey of Special Populations November 17, 2014 Professor Imani Akin
  • 2. Overview   8 Major Events  Key Factors  Terminology  Restrictive Environment  Society’s Views  Significance of Event (Tangent, LLC, 2014)
  • 3. Brown v. Board of Education - 1954   Terminology  Segregation & Emotional Impact  Restrictive Environment?  Environment denied  Society’s View  Exclusion is the current presiding rule  Significance (Tangent, LLC, 2014)  Gateway for Civils Rights Movement in Education  Segregation deemed unconstitutional in schools (Kinshasa, 2006)
  • 4. Bureau of Education for Handicapped - 1965   Terminology  Mandated v. volunteered  Restrictive Environment?  High restriction still in place  Society’s View  World events drew attention to improving education for all students  Significance  First Federal program to support education for children with disabilities  State funded programs established (Jeffers, 1993)
  • 5. PARC v. Pennsylvania - 1972   Terminology  Due Process Clause & Equal Protection Clause  Restrictive Environment?  Access to education still denied by majority  Society’s View  Viewpoint that children with disabilities are unable to learn or fit in with ‘mainstream’ peers  Significance  Case finding: placement in regular classroom is preferable to special education classroom (Friend &Bursuck, 2012)
  • 6. Mills v. D.C. Board of Education - 1972   Terminology  Due Process Clause & Sufficient Funds  Restrictive Environment?  Students with disabilities denied public education  Society’s View  Schools chose to deny students based on lack of funding  Significance  Established precedence- schools cannot deny education due to funding issues (Gargiulo, 2012)
  • 7. Education for All Handicapped Children Act (EAHCA) - 1975   Terminology  Individualized Education Program (IEP)  Restrictive Environment?  Students must be placed in the least restrictive environment possible  Society’s View  States v. Federal gov’t disputed over the implementation and extent of rights and services  Significance  Schools receiving federal funding must provide free education for children with disabilities
  • 8. Individuals with Disabilities Education Act (IDEA)- 1990   Terminology:  CAT (computerized adaptive tests)  Cognitive disorders defined  Restrictive Environment?  Mandate required students with disability participate in state assessments  Society’s View:  Schools did not value students with disabilities because their ability could not be measured academically  Significance  Parents given right to sue if child’s services not met  State assessment allowed to be modified (Turnball, 2005)
  • 9. Americans with Disability Act 1990   Terminology  Permanent v. transitory  Restrictive Environment?  Creating accommodations such as wheelchair access  Society’s View  Initial unacceptance of making modifications in society  Significance  Right to attend public school  Protects the rights of all individuals with disabilities (Wrightslaw: Special education law, 2004)
  • 10. No Child Left Behind- 2001   Terminology:  Standards-based Education Reform  Restrictive Environment?  The standards test scores are all inclusive, but not necessarily the environment  Society’s View  Schools felt this standards-based requirement unrealistic  Significance  Mandates that ALL students reach proficiency levels in reading and math by 2014 (Kossar, Mitchem, & Ludlow, 2005)
  • 11. Summary   8 Major Events  Key Factors  Terminology  Environment  Society’s Views  Significance of Event (Weebly, n.d.)
  • 12. References  Friend, M., & Bursuck, W. (2012). Including students with special needs: A practical guide for classroom teachers. (6th ed.). Upper Saddle River, NJ: Pearson Gargiulo, R. M. (2012). Special education in contemporary society: An introduction to exceptionality (4th ed.). Retrieved from The University of Phoenix eBook Collection database Jeffers, J. T. (1993). An analysis of selected federal court decisions regarding special education administration: Public policy and principles. (Order No. 9333179, The University of Alabama at Birmingham). ProQuest Dissertations and Theses, , 719-719 p. Retrieved from http://search.proquest.com/docview /304046057?accountid=458. (304046057)
  • 13. References (part II)  Kinshasa, K. M. (2006). An appraisal of brown v. board of education, topeka KS. (1954) and the montgomery bus boycott. Western Journal of Black Studies, 30(4), 16-23. Retrieved from http://search.proquest.com/docview/ 200338638?accountid=458 Kossar, K., Mitchem, K., & Ludlow, B. (2005). No child left behind: A national study of its impact on special education in rural schools. Rural Special Education Quarterly, 24(1), 3-8. Retrieved from http://search.proquest.com/ docview/227212540?accountid=458
  • 14. References (part III)  Tangent, LLC. (2014). Individuals, groups, & institutions. Retrieved from http:// wccushistory2.wikispaces.com/Individuals,+Groups,+%26+Institutions Turnbull, H. R. III (2005). Individuals with disabilities education act reauthorization: Accountability and personal responsibility. Remedial and Special Education, 2 6(6), 320-326. Retrieved from http://search.proquest. com.ezproxy.apollolibrary.com/docview/236325852?accountid=458 Weebly. (n.d.). Inclusive classrooms: A tool for teachers. Retrieved from http://tools forinclusion.weebly.com/ Wrightslaw: Special education law. (2004, Spring). Palaestra, 20, 55. Retrieved from http://search.proquest.com/docview/213173656?accountid=458

Editor's Notes

  1. Today’s classroom is a vast improvement for children of all abilities compared to the classrooms a hundred years ago. Through a history of changing laws, education policies, and society’s beliefs, children have gained a right to learn in a respectful environment among their peers. Several major events, such as the court case of Brown v. Topeka Board of Education, have helped evolve both school policy and our social mores in regards to personal rights and responsibility for educating students with disabilities. As we look at eight major events in the history of special education, four key factors help define the thoughts and ideals during the time of the event. We’ll discuss terminology used and accepted at that point in history, the level of restrictive environment, society’s views, and the significance of the event.
  2. The Supreme Court voted on a landmark case of Brown v. Board of Education in 1954. Prior to this case, the majority of schools in the United States were segregated and did not consider the individual student to have rights. The court decision however proved that denying access to any public school based on race resulted in a negative emotional impact and deprived mental development. At this time, the public classroom environment was not required to support or provide services for students with disabilities. The classroom environment is at its most restrictive since schools are under no obligation to provide services, let alone education for students with disabilities (Kinshasa, 2006). Society’s view of integrated classrooms varied depending on state or region in the United States; however, in general, integrated classrooms were not considered the norm for this time period. With exclusion as the presiding rule, Brown v. Board of Education paved the way for civil rights movement in education and proved segregation in schools as unconstitutional (Kinshasa, 2006). Following this court case, parents of children with disabilities argued that denial of a public education for his or her child was discriminatory.
  3. Though the creation of the bureau opened the doors to public funding and support for special education, this did not mandate schools by federal or state statutes. Schools volunteering to provide education for students with disabilities now at least had a means to create a learning environment more conducive to individual needs. For the few schools that did provide a special education program, students with disabilities were usually separated from their peers and placed in a ‘special education classroom’ (Jeffers, 1993). Following major world events such as WWII and the Cold War, the federal government and politicians began placing a higher focus on the future of our society by improving the education system. The Bureau of Education for Handicapped was the first Federal program of its kind to support children with disabilities and eventually led to the development of stated funded programs as well (Jeffers, 1993).
  4. The case PARC (Pennsylvania Association for Retarded Children) v. Pennsylvania represented a class action lawsuit whereby 14 students were denied a free public education. The parents were able to claim that their child was denied Due Process and Equal Protection under the 14th Amendment. At this time, access to a public education for children with disabilities was still denied by the majority of schools. Society’s view was still accustomed to the idea of placing children in a special institution or segregated school. Many educators felt that children with disabilities were unfit to learn in a mainstream class environment with his or her peers. The case concluded that the children’s 14th Amendment rights had been denied and furthermore found that children with disabilities should be placed in the regular classroom versus a special education classroom or institution (Friend & Bursuck, 2012).
  5. In the same year as PARC v. Pennsylvania, another critical case in the history of special education helped expand the rights of children with disabilities. In the class action lawsuit, Mills v. D.C. Board of Education, seven children with disabilities were represented to prove undue process of his or her 14th Amendment rights. The D.C. schools claimed students could receive educational services, however the schools lacked the necessary funding to do so. The court found in favor of the children citing that no school can use insufficient funding or misappropriations as an excuse for providing a free public education for children with disabilities. This finding established a new precedence for public schools’ responsibilities and ensured special education a place in public schools (Gargiulo, 2012).
  6. The Education for All Handicapped Children Act (EAHCA) established specific guidelines such as requiring schools to create an individualized education program (IEP) for students with disabilities. The EAHCA also mandated that these children must be placed in the least restrictive environment possible. Though this mandate required significant improvement in rights and services, the conditions of how to implement the act was unclear. This led to disputes over whether state or federal funding should be responsible which only further delayed the progress for improved special education. The disputes would be settled over time as this act became reinstated as IDEA (Individuals with Disabilities Education Act) and it finally mandated that schools must provide a free education for children with disabilities if they are to receive federal funding (Jeffers, 1993).
  7. In 1990, IDEA, established from EAHCA, provided school reform which would give children with disabilities the right to a free education and services based on their specific disability. Prior to IDEA, approximately only one in five children with disabilities were allowed to attend public school and receive services. Many educators felt these exceptional students could not be tested by state standards tests. New policies allowed for CAT (computerized adaptive tests) allowing students to be tested with his or her peers. Many disorders and disabilities had not yet been defined restricting some students from receiving benefits. IDEA helped develop a thorough and defined list of disabilities to create a more inclusive list (Turnball, 2005). As CAT tests developed with increasing flexibility in implementation, the restrictive environment barriers were lowered. Students with disabilities were now mandated to participate in state assessments. Prior to IDEA, schools did not value students with disabilities because assessments were not in place to measure his or her academic skill. IDEA provided a significant step in the history of special education by giving parents the right to sue if child’s services were not met and also allowed for modified state assessments (Turnball, 2005).
  8. In 1990, the Americans with Disability Act passed and was the most comprehensive law in history for civilians with disabilities. The act first established the difference between permanent disability and transitory. For example, someone in need of corrective lenses or whom chose to abuse his or her own body with drugs was considered to have a transitory disability and did not fall under this act. Only individuals with permanent or long-term disabilities were to received the benefits and services this act would provide for (Wrightslaw: Special education law, 2004). Prior to the ADA, individuals with physical disabilities did not have access to many public places such as government buildings, work, school, or shopping stores. The act ensured public facilities, including schools, make accommodations such as wheelchair access and hand rails. Though society initially was unaccepting of this large change, the results improved with time as everyone benefited from more accessible public places. The ADA protected the right of students with disabilities to attend public school and protected the rights of the individual (Wrightslaw: Special education law, 2004).
  9. The No Child Left Behind (NCLB) mandates of 2001 required schools to bring all students to proficiency levels in reading and math by 2014. Though the intent of NCLB was to improve education standards for all students, this standards-based education reform did not provide the support to meet its objectives. Test scores from all students, including IEPs (Individual Education Plan), were to meet the minimum requirements set by the states. Schools felt this standards-based requirement unrealistic. The NCLB Act did however show a social and academic desire to improve the education standards for all students, including those with disabilities (Kossar, Mitchem, & Ludlow, 2005).
  10. As a result of long court battles and ongoing federal legislation, all students are now provided the least restrictive learning environment in history. Each major event created a small stepping stone enabling students with disabilities the right to a free public education with their peers. As terminology and society’s views continue to evolve and change for the better, our children’s education and well-being improves. With the quickly evolving progress of technology and its implementation in the classroom, students of diverse backgrounds and abilities will gain the individualized care and instruction he or she desires.