Inclusion

By Ashlee Gabrielson
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    Benamin Rush

    In the late 1700s, Benjamin Rush introduced the concept of educating individuals who had disabilities.

  • Thomas Jefferson

    In 1779, Thomas Jefferson propsed a plan that provided education to the less well off in Virginia. Although the plan was rejected, it was a start to inclusion.
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    Horace Mann

    Horace Mann was a leader in getting education to the lower class imigrants between the 1800s and the early 1900s. He stated that doing so was in the best interest of th county, and as a result of his efforts, public education and attendence laws were passed between 1842 and 1918.

  • Thomas Gallaudet

    In 1817, Thomas Gallaudet created the first educatoinal program for people with disabilities. After this program, other programs for people with disabilities soon were created.

  • University of Maryland

    In 1936 and 1938 the University of Maryland and the University of Missouri law schools were desegregated. Charles Houston, who was a major part in making this happen, told the law students to look at segregation from a law perspective in accordance with the 14th Ammendment.
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    Classes for Students with disabilities

    In the 1950s and the 1960s it was thought that people with disabilities were more prone to criminal tendencies. Because of this, children with disabilities were in their own classrooms away from children who did not have disabilities.

  • Brown v. Board of Education

    In the case of Brown v. Board of Education it was ruled that seperate was not equal. Even though this situation dealt with segregation by race, it also helped to create similar inclusion policies for students wih disabilities.

  • Funds for Special Education Teachers

    In 1958 Congress allocated funds to help support preparing and teahcing teachers who would work with special educaiton students. This event came about after the Brown v. Board of Education ruling. After this parents of children with disabilities were persistent on their children getting the proper education. They created the National Association for Retarded Citizens (The Arc). From this group, they were able to gather numbers and make a difference in special education.

  • Pennsylvania and District of Columbia

    In 1971 and 1972, court decisions in Pennsylvania and the District of Columbia state the right to children that had been labeled "mentally retarded" to a FREE and appropriate education. This ruling also made it more difficult for schools to exclude children with disabilities.

  • Rehabilitation Act

    In 1973 the Rehabilitation Act was passed, which gave and guaranteed rights in not only education but also the work setting to people with disabilities.

  • IDEA

    The Individuals with Disabilities Education Act states that no child can be denied public education in their least restrictive environment. This stemmed from the Rehabilitation Act that was passed in 1973.
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    Integration into General Classes

    In the early 1980s, children with disabilities that were considered mild or moderate were starting to be integrated into general classrooms on at least a part time basis. Those children with disabilities labeled as severe, were integrated into other areas that included the cafeteria, halls, buses and restrooms.

  • Regular Education Initiative

    In 1986 the U.S. Department of Education and the U.S. Office of Special Education issued the regular education initiative. This initiative was created to find different ways in which children with mild to moderate disabilities could be educated in the general education classrooms.

  • National Association of School Boards of Education

    In 1992 the National Association of School Boards of Education released a report title "Winners All: A Call for Inclusion in Schools". This report urged the educational system to create a unified system that highlighted instructional practices, preparation, lecensure and funding for special education programs.

  • Characteristics to Implement into Schools

    In 1995, eight different organizations came together with the NASBE to create a list of characteristics for schools that would enable them to implement inclusive education practices successfully.