-
Maria Montessori establishes "Sense Training" Technique
Mrs. Montessori worked with young children with IDD to enhance visual, auditory, tactile, gustatory, and olfactory senses to help preschool kids understand their surroundings (Kirk, et al, 106). -
Council for Exceptional Children (CEC) founded
The CEC was founded in order to assist teachers to work with students with disabilities. The goals were to bring more awareness to the necessity of helping students with exceptionalities and emphasizing education over classification [Wissick]. Standards were also established for teachers, but classes were still scattered throughout concentrated urban areas and did not provide sufficient help for exceptional students [Kirk, Gallagher, and Coleman 7]. -
Dr. Harold Skeels and Dr. Harold Dye perform research study comparing two environments (1930s era)
This study found that children in foster homes or adopted fared substantially better than other children in an orphanage. Specifically, the fostered-adopted students achieved normal intelligence while the institutionalized group were considered "mentally retarded" (Kirk, et al, 67). -
Early Intervention Programs Begin to Arise
These expanded from early childhood to promote mental health and nurtured exploration (Shonkoff, Meisels 6-7). These programs revealed a desire to explore ideas from other nations, adapting them to children and families in accordance with overarching societal conditions (Shonkoff, Meisels 6). However, it was not until the 1960s that children with exceptionalities were no longer excluded from these programs (Kirk, et al, 67). The timespan is the 1930s. -
Samuel Kirk leads important study regarding preschool experience(s)
Mr. Kirk found that preschool experience can increase the rate of mental development and the social skills of children classified as "mentally retarded", expanding upon the divided classification of the "Dr. Harolds" studies. The notion of a fixed intelligence and learning/development system led to increasing fights for support services for children "at risk" (Kirk, et al, 67). -
Apgar Screening Test Developed
This is the first screening test administered by a physician to see if there are any identifiable problems or abnormalities with the baby (Kirk, et al, 77). It takes place 1 minute and 5 seconds after the baby is born. -
Period: to
Kauai Longitudinal Study
The study examined at-risk children from prenatal care to age 40. Psychological warmth, low physical and punitive punishment, responsiveness, and communication/engagement all contributed to success (Kirk, et al, 68). They also help mitigate the effects of an exceptionality that hinder the typical rate of development (Kirk, et al, 68). Many protective factors within the individual, family, and environment also play an important role (Regional Research Institute for Human Services 2). -
Brown v. Board of Education of Topeka
The Court reaffirmed the rights of minorities in all settings in this case. The case, among the many societal impacts it had, established a the universal need for tolerance for people with disabilities, translating legal rights into social action [Kirk, Gallagher, Coleman 39]. This led to continued legislation specific to disabled citizens that has shaped the public view and integrated disabled/exceptional individuals into mainstream American society. -
Importance of Environment Becomes more Apparent
Beginning roughly around now, the importance of the environment as a source that impacted gene activity came into fruition. There became an increasing demand for educators to accentuate favorable outcomes through stimulating an adequate learning environment. This, in turn, could lead to talents and special gifts/traits [Kirk, Gallagher, Coleman 11]. The overall environment with which one interacts is crucial to the intellectual abilities and skillsets of any child [Hunt, Marshall 205] -
Exceptional Children are Included in Early Intervention Programs
It was not until the 1960s (time span) that exceptional children were included in early intervention programs. This is because the prevailing opinion stated that an exceptional child's rate of learning and development was fixed (Kirk, et al 67). -
Public Law 88-164: Mental Retardation Facilities and Community Health Centers Construction Act of 1963
This was a significant early piece of legislation that authorized funds to train professionals to work with exceptional children. Additionally, the law spawned a growth of research in IDD and that all children have access to an appropriate education (Kirk, Gallagher, Coleman 34). The law provided "assistance in combating mental retardation through grants for construction of research centers and facilities for the mentally retarded [National Archives]. -
Elementary and Secondary Education Act
This legislation increased federal grants to state educational agencies and departments to provide a fair, equitable, and high quality education, closing achievement gaps (ESEA 1965). -
Handicapped Children's Early Education Assistance Act
This act helped set up twenty model programs, including Head Start to work with children specifically to improve their lives (Kirk, et al, 69). The act authorizes contracts and grants to public and private agencies for preschool and other experimental programs for the handicapped. These consist of several comprehensive and innovative approaches for students, educators, and families to meet students' special needs and mold them into productive members of society (LaVor, Krivit). -
Public Law 100-297: Javits Act
This was named after Jacob Javits, a New York senator who showed early support for research and demonstration programs for exceptional students from economically disadvantaged communities, culturally or linguistically diverse families, or families with disabilities [Kirk, Gallagher, and Coleman 36]. They have helped develop alternative intellectual identification methods in special populations more adequately [Kirk, Gallagher, and Coleman 36]. -
Mills v. Board of Education
The absence of funds cannot warrant the lack of funding to exceptional students. The Court also ruled that if there will be no allocated funds, there should be none at all [Kirk, Gallagher, Coleman 39]. -
Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania
The Supreme Court declared that children with IDD (Intellectual Developmental Disability) had a right to "free and appropriate public education" (FAPE) [Kirk, Gallagher, Coleman 38]. -
Abecedarian Study begins and Continues Today
This study continues today, randomly assigning infants into a group with enriched and high quality child care, and another to traditional/normal care. The positive outcomes of the enriched environment continue to the present (Kirk, et al, 68). Dr. Joseph Sparling presents studies of students from ages 3-30. Well over 90% of students in the treatment group had high IQ ranges as well as future secondary and postsecondary academic success as well as occupational success (Sparling 2-3). -
Public Law 93-112: Rehabilitation Act (Section 504 Emphasis)
The Rehabilitation Act states that a disability cannot warrant the denial of participation in activities and programs, and that there must be equal access to services. Section 504 addresses the bridge between general and special education and acts as a response to RTI models of support [Kirk, Gallagher, Coleman 36]. This is intended for non-special education students who may be eligible for such education if failing classes and misbehaving periodically [Kirk, Gallagher, Coleman 36]. -
Family Educational Rights and Privacy Act (FERPA) Passed
This law protects the privacy of federal student records. The student has the right to access his/her education records, have them amended, and have control over the disclosure of personally identifiable information from them once he/she reaches the age of 18 (U.S Department of Education). -
Public Law 94-142: Education for All Handicapped Children Act
This law ensured that all handicapped children have access to a free and appropriate public education for their needs [Kirk, Gallagher, and Coleman 34]. The act sought to orderly provide educational accommodation and enable procedural protections for parents and the child [Coates 60-61]. Initially, the government spend roughly $1B/year with state pressure to promote assessment and parental contact, but later worked more closely with educators and families [Kirk, Gallagher, Coleman 35]. -
Larry P. v. Riles
The Court rules that children should not be labeled "handicapped" or placed into special education without an adequate diagnosis. This diagnosis must consider cultural, linguistic, or any other facet of one's background [Kirk, Gallagher, Coleman 39]. -
Jose P. v. Ambach
The Court ruled that exceptional bilingual children must be properly identified, evaluated, and have respectful educational procedures with their backgrounds [Kirk, Gallagher, Coleman 39]. Six handicapped children filed suit on March 2, 1979 for having been denied a "free, public education." [Stanley] The lawsuit alleged that they were improperly evaluated and placed in the least restrictive environment, put in IEPs, given annual reviews, and adequate facilities [Stanley]. -
Office of Special Education Programs (OSEP) Established
This is a national organization designed to improve results in a variety of aspects for disabled youth, birth-age 21. There are many research-based products and personnel/resources to help families improve results and the lives of their children (IDEAS That Work). -
Board of Education v. Rowley
A child with disabilities is entitled to an appropriate education, yet there is a limit to the resources that exceptional children could expect [Kirk, Gallagher, Coleman 39]. In the case, Amy Rowley, a young deaf student, was denied access to the sign language interpreter asked for by her parents and proven to be necessary and effective by an indepenednet examiner of the New York Commissioner of Education [Editors]. -
PL 99-457, Amendments added to HDEEA Act
In this amendment process of the 1968 legislation, the federal government extended funding to support children with disabilities and their families from birth on (Kirk, et al, 69). -
Public Law 99-457: Education of the Handicapped Act Amendments
This act allocated federal funds for states to adopt plans and programs for both children and families from birth on [Kirk, Gallagher, and Coleman 35]. Additionally, services to young special needs children and their families underwent mass improvement. The importance of early life experiences and the unique role of families urged educators to fully reexamine the range of services and professionals to ensure adequate education for exceptional children [Lehrer, Bodner-Johnson]. -
Polk v. Central Susquehanna Intermediate Unit 16
This was a follow-up case to the Rowley case, stating that services must be more than "de minimus", providing sufficient support to better benefit the child educationally [Kirk, Gallagher, Coleman 39]. -
Americans With Disabilities Act Passed
Civil rights were extended to people with disabilities, guaranteed regardless of race, national origin, gender, or religion by the Civil Rights Act of 1964 [Kirk, Gallagher, Coleman 36]. The act guaranteed equal involvement in mainstream American life, such as employment opportunities, goods and services, and participation in programs. The ADA defines a disability as a physical or mental impairment that substantially limits one or more life activities [ADA]. -
Barnett v. Fairfax County Board of Education
A child with a hearing disability was able to attend a school farther from home in order that his needs be met [Kirk, Gallagher, Coleman 39]. His parents requested that the program
be at his base school, but the LEA refused and
argued that the centralized program was better due to the
scarcity of trained personnel and the small
number of students utilizing the cued-speech program.
There were also more educational advantages [Hersh, Johansen 4]. -
Greer v. Rome City School District
The Court ruled in favor of inclusion provisions in IDEA. In this case, a child with Down's Syndrome was placed and integrated into a general education program [Kirk, Gallagher, Coleman 40]. -
Oberti v. Board of Education of the Borough of Clementon School District
The Court ruled that the school must determine whether or not a disability is severe to the point that it impacts inclusion and other students' learning [Kirk, Gallagher, Coleman 40]. -
Public Law 107-110: No Child Left Behind
This was a large piece of legislation that had a major impact on schoolchildren, especially exceptional children and their learning. As NCLB covered all students, it did not address the issues
of students with moderate disabilities and put extensive pressure on educators [Gensler 12-13]. Additionally, NCLB created patterns of difficulty for students with special gifts and talents who succeeded, as teachers spent excessive time working with exceptional students [Kirk, Gallagher, and Coleman 37]. -
Public Law 94-142: Education for All Handicapped Children Act is renamed Individuals with Disabilities Education Act (IDEA)
IDEA improved earlier provisions, focusing on state-certifications and quality faculty. With NCLB in law, IDEA expanded IEPs with subject-matter competence and a transition plan at age 16 [Kirk, Gallagher, Coleman 35-36]. To alleviate paperwork and promote annual growth, IDEA focused more on long term benchmarks and specification in general education involvement, IEP teams, testing services, disciplinary action, and child progress [Smith 316-317][Gartin and Murdick 327-329]. -
High/Scope Perry Preschool Study
This study showed the wealth of positive gains by impoverished children, conducted longitudinally from prenatal care to age 40 (Kirk, et al, 68). When subject to early intervention, 77% of disadvantaged students graduated high school, 49% achieved basic achievement by age 14, and 60% earned $20K or more by age 40 (Schweinhart, et al, 2). There were many decreases in crime and many grew to raise happy and healthy children themselves (Schweinhart, et al, 3). -
Henrico County School Board v. R.T.
Due to the failure of the public school system to provide adequate special education, a child with autism was reimbursed for private school costs [Kirk, Gallagher, Coleman 40]. -
Winkleman v. Parma City School District
The Court ruled in favor of parental participation in a child's special education in order that he/she receives FAPE [Kirk, Gallagher, Coleman 40]. -
L.I v. Maine School Administrative District
The Court ruled against the denial of special education to a student with Asperger's. The ruling came after a suicide attempt and worsening mental health problems upon a trip to a psychiatrist [Kirk, Gallagher, Coleman 40]. -
American Recovery and Reinvestment Act Passed
In the midst of the 2008 Financial Crisis, President Barack Obama signed this legislation into law, stimulating economic activity in financial and social institutions, ensuring long-term economic health and increased IDEA funding for intervention services [Kirk, Gallagher, and Coleman 37]. Funds were one time and allocated to direct organizations such as Child Fund, improving service delivery and establishing accountability standards for the disabled [Kirk, Gallagher, and Coleman 39]. -
Governor Chris Christie Passes Law Regarding Person-First Language
This law removed outdated, disrespectful language referring to individuals with intellectual or developmental disabilities from all New Jersey statutes and regulations (Rowan University). The law was justified by the notion that all "words matter." The New Jersey Department of Human Services and Children and Families outlined several examples of people-first rhetoric (Rowan University). -
President Barack Obama Passes "Rosa's Law" S. 2781
This law removed outdated, disrespectful language referring to individuals with intellectual or developmental disabilities from all federal statutes and documents. The law was passed in honor of the struggle by a young girl named Rosa. Her ongoing battle with a disability embodies the need for dignity, inclusion and respect (Rowan University). -
Every Student Succeeds Act
The ESSA expanded many provisions of ESEA 1965 such as: advancing equity and upholding critical protections for disadvantaged students, high academic standards, and information provided to families and educators through state-wide assessments and progress (U.S Department of Education). Additionally, the law funded local innovations and evidence-based practices, accountability and action to effect positive change in communities, and high quality preschool (U.S Department of Education).