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The American School for the Deaf was established in Hartford, Connecticut where it gave students who were deaf the opportunity to participate in regular school activities like sports.
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The Perkins School for the Blind was created in Massachusetts and was the first school in the United States for students who were blind. Through it's establishment, Perkins Braille and Talking Book Library as well as the Perkins Brailler were created.
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Congress passed HR 806 which funded the tuition for students who were deaf, mute, or blind in Washington D.C. and later allowed the school to give college degrees.
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It was the first organization of professionals of blindness in America.
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Merritt Beattie was a student who had disabilities and sometimes drooled in class which the teacher claimed to be "nauseating." The Wisconsin Supreme Court ruled that schools could exclude students with disabilities.
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The CEC was created by a group of teachers during a summer session at Columbia University with the goal of improving and helping education for students with disabilities.
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This group was founded by parents of children who had been excluded from public schools in the area. Throughout the decade, ten more similar groups would form to fight for these children.
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Following suit of the Cuyahoga council, what is known today as the ARC was created to advocate for people with intellectual or developmental disabilities and their families. They strongly fought against institutionalization.
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In Title III of the act, programming for special education in isolated or rural areas was mandated.
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Pennsylvania Association for Retarded Citizens sued the Commonwealth of Pennsylvania over a law that denied free education to students who were 8 years old but had yet to reach the mental capacity of a 5 year old. It was the first major case that provided equality for students with disabilities.
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In this case, it was ruled that even if a student with disabilities could not afford an education, they must have access to public education.
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In Section 504, educational and professional opportunities for children and adults with disabilities were extended. This included the requirement of districts providing Free Appropriate Public Education (FAPE) to children with disabilities as well as Individualized Education Plans (IEPs).
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This act made it mandatory for all public schools to provide equal access to education for children with disabilities. They also were required to provide one free meal a day. This also included putting students in the Least Restrictive Environment (LRE) that would allow them to be in mainstream courses as much as possible alongside their specialized instruction.
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This act provided funds to help states and local agencies educate children with disabilities. It also allowed parents to be involved in the IEP process.
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IDEA replaced the Education of All Handicapped Children Act. It required that all students with disabilities have access to FAPE that is specialized to their specific needs. It has six main elements: Individualized Education Program (IEP); Free and Appropriate Public Education (FAPE); Least Restrictive Environment (LRE); Appropriate Evaluation; Parent and Teacher Participation; and Procedural Safeguards.
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This law was passed to prohibit discrimination against people with disabilities.
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NCLB aims to close the achievement gap and improve education for disadvantaged students, including those with disabilities. It created new requirements for standards, parent involvement, assessments, and accountability.
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IDEA was reauthorized in 2004 to align with the standards of No Child Left Behind. The main points of alignment were the requirement of highly qualified teachers, an establishment of goals for students with disabilities, and assessment levels for these students.
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This provided federal funding from the U.S. Department of Education to provide individuals with disabilities with the assistive technology they needed
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When I was in the 2nd grade, I had an IEP for speech therapy. I would get pulled out at certain times by a Speech Language Pathologist who would help me with my speech impediment.
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My IEP was evaluated and seen as no longer necessary as my speech impediment had been fixed.
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In the third grade, my teacher took us on a trip to visit the Guide Dogs for the Blind center where we were able to learn about why people may need guide dogs and how they help them.
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During my undergrad, I took a class on leadership techniques for working with groups consisting of people from diverse populations, such as people with disabilities or special needs. I learned about different accessibility issues in buildings, how to properly communicate about and with people with disabilities, as well as heard from many interesting guest speakers on their own experiences.
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I was a teacher's assistant in a kindergarten classroom. There was a student in the class with autism, and I was able to observe how the teacher accommodated for his needs. For example, he loved the color orange, so he got to hold onto a little orange block to calm himself down at times. He also thought better while moving, so he was able to walk around the classroom. He was a brilliant student!