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Jean-Marc-Gaspard Itard and Victor
Victor, otherwise known as "the wild boy of Aveyron," was a young boy that was found in the forest. This boy had severe disabilities and at the time, people with intellectual disabilities were categorized along with people who had severe mental illnesses as untreatable. Itard was one of the first to attempt to morally instruct a person with a disability. Itard's efforts with instructing Victor was the first to show the importance of an enriched environment and Victor was able to learn. -
Seguin and the first school
Edouard Seguin was a doctor who studied under Itard. Seguin was sympathetic to Itard's devotion to Victor and began working with another child who had severe disabilities. This student showed much improvement, and was able to speak, write, and count. Seguin continued to work with a few more children with severe disabilities and eventually established the first school to educate children with intellectual disabilities. https://www.disabilitymuseum.org/dhm/lib/detail.html?id=1924&page=all -
The Physiological Method (Seguin)
Seguin believed that the treatment called the "Physiological Method" would help individuals with intellectual disabilities overcome their disability. Seguin published the text "Treatment Moral, Hygiene, et Education des Idiots" where he explained that this method involved training the senses via auditory and visual input of those with disabilities. This text also explains this method emphasizes learning through movement, manipulation, and sensory input. https://www.jstor.org/stable/42754542 -
Howe and the first public school in America
Samuel Gridley Howe established the first public school in America for children with intellectual disabilities. -
"Ungraded" classes
"Ungraded" classes were classes that were set up for students who could not succeed in general education classes. In 1871 an ungraded class was established in New Haven Connecticut for disobedient youth. In 1874 an ungraded class was established in New York City for a class of truant boys. In 1876 an ungraded class was established in Cleveland for a class of incorrigible and truant boys. These ungraded classes were for boys who's poor attendance limited their performance. -
Ward v. Flood
Mary Ward was an African-American with an intellectual disability. She was denied entrance to a California pubic school by the principal (Flood) both because there were separate schools for colored children and because she could not perform at the lowest grade for the school. The California Supreme Court ruled that a principal of a public school could refuse a child who could not perform at the lowest grade of the school. https://www.blackpast.org/african-american-history/ward-v-flood-1874/ -
Watson v. City of Cambridge
A child with severe disabilities was expelled from public school. It was argued that this child was so limited that he would not benefit from school, he made "uncouth" noises, and he was not physically able to take care of himself. https://cite.case.law/mass/157/561/ -
First public classes for "feebleminded" children
First public classes for "feebleminded" children opened in Boston and Providence, Rhode Island. -
First public classes for "crippled" children
First public classes for "crippled" children was opened in Chicago. -
Department of Special Education was established
The National Education Association established a Department of Special Education. https://www.nea.org/about-nea/mission-vision-values/history-nea -
Goddard and the expansion of intelligence testing
Henry Herbert Goddard started working at Vineland Training School, which led to many events in the field of intellectual disabilities. He coined the term "moron" to define certain segments of the population of people labeled as "feebleminded". He also introduced the Binet-Simon Intelligence Scale to an American audience of psychologists. This scale was developed by Alfred Binet and Theodore Simon to measure the differentiate between students who were and were not succeeding in school. -
Farrell and Special Education
Children with disabilities were being taught in ungraded classes, started by Elizabeth Farrell. https://www.acsu.buffalo.edu/~duchan/new_history/hist19c/subpages/farrell.html https://eric.ed.gov/?id=ED474364 -takes you to a link for the PDF to a book about her. -
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The New York School Survey
The rise of ungraded classes from 1908 to 1912 raised concern by the school board members. They did not see the need for these classes and were worried of the cost. The New York School Survey of 1911-1912 was an attempt to restrict Superintendent Maxwell's power. -
Diagnostic clinic
After fighting Goddard's report, Farrell established a diagnostic clinic that included psychologists, social workers, health care professionals, and educators. -
Goddard's report "School Training of Defective Children"
Goddard wrote on the importance of using the Binet-Simon intelligence test to identify children with disabilities. The identification of children for the ungraded classes was done mainly by the teacher. Goddard is now pushing for a system to identify these children with. In the report, he focuses on wanting to use the test to determine the subclassifications. Finally, he also recommended that students with disabilities be educated in separate schools. -
International Council for Exceptional Children
Farrell and her students from Columbia University formed the International Council for Exceptional Children. Farrell was the first president for CEC. John Edward Wallace Wallin, who was apart of CEC, established psycho-educational clinics for diagnostics. https://exceptionalchildren.org/ -
National Association of Parents and Friends of Mentally Retarded Children
Parents of children with disabilities were not happy with the options that were available for their children with special needs. The conditions of institutions were terrible and they did not want to send their children there. The parents all found that they were all in the same situation and grouped together to advocate for the right to education, and established classes for their children with disabilities in their religious communities. https://thearc.org/about-us/history/ -
Public Law 85-926
Public Law 85-926 is an Act to Encourage Expansion of Teaching in Education of Mentally Retarded Children Through Grants to Institutions of Higher Learning and to State Education. The Arc advocated for legislation funding and this law was enacted as a result. This was the first legislation providing support for university programs for teachers in special education. http://archives.evergreen.edu/webpages/curricular/2003-2004/mit2005/Spring/spedkeyleg.htm -
Progress of The Arc
Just 9 years after starting their association, they managed to get 49 states to provide classes for children considered educable and 37 states to provide classes to children considered trainable. Still, however, no state provided classes for children considered dependent (children with severe disabilities). -
President's Panel on Mental Retardation
President Kennedy established the President's Panel on Mental Retardation in 1960. This panel issued a report titled "A Proposed Program for national Action to Combat Mental Retardation". This report the benefit of the funding for people with intellectual disabilities. The report also estimated that only about 1/5 of children with disabilities were receiving special education in public schools and that there needed to be an additional 55,000 teachers trained to work in special education. -
1975 Education for All Handicapped Children Act
The 1975 Education for All Handicapped Children Act was passed. This act provide all children with disabilities a free and appropriate public education in a least restrictive environment. This law also includes an IEP which is decided upon through collaboration between parents and educators. Finally, this includes due process, where parents are able to challenge what they do not agree with. https://youtu.be/FpP1z0RwUOw -
Americans with Disabilities Act
The 1975 Education for All Handicapped Children Act was amended and changed to the Americans with Disabilities Act. This act prohibits discrimination against people with disabilities. This includes in employment, transportation, public accommodations, communications, and access to state and local government programs and services. https://youtu.be/TuZadMDve-E -
Individuals with Disabilities Education Act of 1997
Individuals with Disabilities Education Act of 1997 ensures that students with disabilities are included in statewide testing, there is measurable progress, a proactive behavior plan is in place, and FBA and manifestation determination. https://youtu.be/66g6TbJbs2g -
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No Child Left Behind Act
The Elementary and Secondary Education Act was amended and changed to this act. https://youtu.be/0--2nhsDorg -
Individuals with Disabilities Education Act of 2004
This act prioritized research for overidentification, alined law with NCLB, provides accessible accommodations, and highly qualified teachers. https://sites.ed.gov/idea/about-idea/ -
Every Student Succeeds Act
The No Child Left Behind Act 2002 was amended and changed to the Every Student Succeeds Act. This adds college and career readiness and local innovations and control. https://www.ed.gov/essa?src=rn
