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American Asylum for the Deaf and Dumb
The American Asylum for the Deaf and Dumb was founded in 1817 in Hartford Connecticut by Thomas Hopkins Gallaudet and Laurent Clerc. The school was given a contribution from the federal government in the form of a grant of public land in 1819. This marked the first time any state had ever provided financial support to a school designed for handicapped children. -
Perkins School for the Blind
Perkins School for the Blind was the first school founded in the U.S. for blind children. It's founders were committed to offering education, literacy and independence for blind and deafblind children. One of the school's most famous Alumna was Hellen Keller, who was taught by Anne Sullivan to sign. -
Brown v. Board of Education
Brown v. Board of Education was significant to special education because it was the first time the federal government advocated for students who experienced inequality. It clarified that separate is not equal, even if resources were allotted equally. It also helped pave the way for the Education for All Handicapped Children Act (EAHCA) in 1975. [https://www.acslaw.org/expertforum/the-meaning-of-brown-for-children-with-disabilities/] -
The Learning Disabilities Association (LDA)
Established in 1964 the LDA is an association that provides support to people, their families, and teachers with learning disabilities. Their mission is to create opportunities for success for all individuals affected by learning disabilities through support, education, and advocacy. The LDA was also influential in the writing of the Individuals with Disabilities Education Act (IDEA). -
Elementary and Secondary Education Act (ESEA)
The Elementary and Secondary Education Act was initiatives for low-income families that offered support so they could benefit from public education. It introduced the federal government in the role of protecting students by ensuring students from disadvantaged backgrounds had their basic needs met. One initiative was the free and reduced lunch program to ensure all children had access to food, helping to ensure they could fully benefit from instructional programs provided during the school day. -
PARC v. Cmlth. of Pennsylvania
PARC v. Commonwealth of Pennsylvania guaranteed the right to special education for special needs students through a free public education. It was the first right to education suit in the country. It was used as the basis for defining The Education for All Handicapped Children Act (EAHCA). -
Mills v. Board of Education of D.C.
Mills v. Board of Education of the District of Columbia extended the right to special education to children of all disabilities. Seven children filed a lawsuit stating that they were denied access to a public education because they were labeled as "exceptional" students, or students requiring special educational services. Judge Waddy ruled in favor of the plaintiffs and stated that "public education is a right which must be made available to all on equal terms". -
Education for All Handicapped Children Act (EAHCA)
The EAHCA requires that all students with disabilities ages 5-18 receive a free and appropriate education and an IEP. It also defines what LRE means and stated that students with disabilities should be placed in LRE to allow for them to interact with their non-disabled peers. EAHCA also guarantees an impartial hearing to help resolve conflicts between parents of disabled children and the school system when a resolution cannot be found. -
Board of Education v. Rowley
Amy Rowley, was a deaf 1st grader at Hendrick Hudson Central School. Her parents wanted a sign-language interpreter for all of her classes. The school refused, stating she was achieving without the assistance of an interpreter. It was the first special education case to go to the Supreme Court. The judge ruled schools are not required by law to provide sign-language interpreters to deaf students who are receiving an equal and adequate education. This case helped clarify the definition of FAPE. -
International Assoc. of Special Edu. (IASE)
The International Association of Special Education (IASE) was founded in 1989. They strive to make connections through international relations to bring awareness of the needs of special education to people all over the world. Through their efforts and international connections they have dramatically improved communication among countries in reference to special education. -
Americans with Disabilities Act (ADA)
The ADA prohibits the discrimination of people on the basis of their disabilities and protects their right to equal employment opportunities. It prohibits discrimination of services by state and local governments, places of public accommodation, transportation and telecommunications. The purpose of the law is to make sure that everyone has the same rights and opportunities. [https://thewholeperson.org/resources/americans-with-disabilities-act-ada.html] -
Individuals with Disabilities Education Act (IDEA)
IDEA replaced EAHCA, and elaborated on the inclusion of students with disabilities in the general classroom setting. It also added autism and traumatic brain injury as disabilities, established person-first language, expanded special education services and provisions for due process and confidentiality. It established the requirement for a parent approved IEP and focused on parental rights to be involved in the educational decisions for their child. -
No Child Left Behind (NCLBD)
NCLBD aimed to improve primary and secondary schools through increased accountability for schools. It offered schools flexibility in the use of federal funds to improve student achievement, and offered parents of title I schools more choices. It required states to test students proficiency in math and reading to ensure that state standards were being met. -
The Every Student Succeeds Act (ESSA)
The ESSA was signed by President Obama as a commitment to equal opportunity for all students, regardless of disabilities. It replaced the No Child Left Behind Act that was enacted in 2002. It included many of the same components of NCLBA but added opportunities for schools when a student is not making adequate progress. It shifted the accountability for the students progress to state and local governments where progress can be monitored and they can then determine how to proceed.
