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First School for Those Who Cannot Hear
Thomas Hopkins Gallaudet, Laurent Clerc, Lydia Huntley Sigourney, and many more helped establish a school for the deaf in Hartfort, Connecticut. This was a significant undertaking to educate those with hearing impairments who were until this date unable to pursue a higher education due to a lack of opportunity. References. Sayers, E., & Gates, D. (2008). Lydia Huntley Sigourney and the Beginnings of American Deaf Education in Hartford: It Takes a Village. Sign Language Studies, 8(4), 369-412 -
Elementary and Secondary Education Act (ESEA) Amendments
These amendments were trail blazers for providing the first funding for special education for states through a grant program that was designed to aide instruction for children with disabilities. While these amendments didn't require all states to provide special education, they gave the means for the willing states to begin. References
Wood, J.W. (2006). Teaching students in inclusive settings: Adapting and accommodating instruction (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. -
Mills v. Board of Education of the District of Columbia
This lawsuit came to fruition as a result of seven students with disabilities who were kept out of schools and left with no where to go for an education. At this point, it became law to provide the least restrictive environment, include IEPs, and give due process to those with disabilities. References
Wood, J.W. (2006). Teaching students in inclusive settings: Adapting and accommodating instruction (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. -
Section 504 of the Rehabilitation Act
Once implented, this law mandated that schools make all programs accessible for students with disabilities. It also required all schools that received federal funding to provide free, appropriate education or FAPE to all children who met the criteria. However, schools not receiving funding were exempt from this legislation. References
Wood, J.W. (2006). Teaching students in inclusive settings: Adapting and accommodating instruction (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. -
Education for All Handicapped Children Act (EAHCA)
EAHCA was incredibly important for education in the United States because it introduced special education, did not allow any children to be rejected from being provided education, regarless of the severity of the need, and commanded that the least restrictive environment be given to all special education students. References
Wood, J.W. (2006). Teaching students in inclusive settings: Adapting and accommodating instruction (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. -
Individuals with Disabilities Education Act (IDEA)
EAHCA changed its name to IDEA during the PL 101-336 amenmdent to focus more on educating these students rather than fixing their "handicaps". It also included those with autism and having suffered traumatic brain injuries for eligibility for special education. References
Wood, J.W. (2006). Teaching students in inclusive settings: Adapting and accommodating instruction (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. -
Amendment to EAHCA (PL 105-17)
A big shift towards inclusion, this amendment changed the definition of "Least Restrictive Environment" to allow for access to the general curriculum for special education students. This change was helped with mandating considerations for assistive technology and other services to aid to inclusion. References
Wood, J.W. (2006). Teaching students in inclusive settings: Adapting and accommodating instruction (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
