The History of Special Education and Inclusive Education

Connecticut Asylum for the Education and Instruction of Deaf and Dumb [speechless] Persons

Apr 15, 1817

Thomas Hopkins Gallaudet opened up the very first school in America, in Hartford Connecticut, to educate disabled students. His primary focus was on teaching those who were deaf and could not speak through sign. Based on the name of the school, we see that it is located in an asylum and refers to the disabled negatively, which would later be transformed.
https://socialwelfare.library.vcu.edu/issues/asylum-deaf-dumb/

Brown vs Board of Education

May 17, 1954

In Brown vs Board of Education, the federal government’s ruling would be a significant stepping stone in the school systems for students facing inequality. Although this court case ruling focused primarily on race, it would lead to future legislation for individuals being discriminated against, especially students with disabilities, by educational integration.
(https://www.sutori.com/story/the-development-of-rights-for-students-with-disabilities-and-their-parents--bBRJpzEzJ9EkxAnDVM7i2Qh7)

Elementary and Secondary Education Act- 1965

Apr 11, 1965

In the Elementary and secondary education Act of 1965, the federal government focused on students from disadvantaged backgrounds by protecting and providing them with access to a public education system. Within ESEA, the formation of programs for students with disabilities were highly encouraged to states as well as improving them to meet the needs sufficiently of these students. https://socialwelfare.library.vcu.edu/programs/education/elementary-and-secondary-education-act-of-1965/

Education for All Handicapped Children Act- 1975

1975

Schools were now required to grant access to all individuals, 5-18 year old, to FAPE. This included students with disabilities and would require their learning needs to be met through individualized education programs. Additionally, least restrictive environments were clearly defined to incorporate students with disabilities into general education classrooms with peers who did not have disabilities. Although this provided the framework to FAPE in 1975, necessary clarifications would be added.

Parent Educational Advocacy Training Center

1978

The PEATC is an organization that was created in Virginia in 1978 by utilizing the laws of the IDEA to include disabled children into less restrictive environments and into general education classrooms with non disabled students. Once this was achieved and passed onto other families, collaborations between parents, families and schools worked to provide training, guidance, assistive services and information for the success of disabled children.
https://www.peatc.org/peatc.cgim?template=history

Board of Education of Hendrick Hudson Central School District v. Rowley 1982

Mar 23, 1982

In violation of the EAHCA of 1975, a deaf fifth grade student, Amy Rowley, was not given her right to FAPE by failing to have access to an interpreter through federal funds. Rowley’s success in her general education classroom (LRE), without an interpreter, concluded that only sufficient resources were required for individuals with disabilities. Overall, the requirements and definition of FAPE was refined to provide the basics rather than the best support for students with disabilities.

Education of the Handicapped Amendments- 1986

Oct 8, 1986

In the Education of the Handicapped Amendments of 1986, the US Congress expanded educational services to more students with disabilities at an earlier age to succeed in the future. This was achieved by including students between the ages of 3 and 5 to receive the benefits of FAPE. Early intervention programs were now set in place for children from birth to two years old to offer early assistance to infants and toddlers who obtained disabilities.

Americans with Disabilities Act- 1990

Jul 26, 1990

This civil rights law was passed in order to provide protection to individuals with disabilities by prohibiting discrimination against them in public living. This would include areas open to the public such as employment, transportation methods, telecommunications and private entities. Additionally, this act included people with AIDS to be defined as disabled, in which they too would receive these rights and protections.

Individuals with Disabilities Education Act- 1990

Oct 30, 1990

IDEA of 1990 focus was to provide students who had disabilities to have access to the same education to students without disabilities and acknowledged more disabilities. It also added necessary services, such as social work, technological assistances, rehabilitation counseling and expanding IEPs to include training and transitional aids after school once students reach 16 to help with employment and independent lifestyles (“Individuals with Disabilities Education Act”, 2020).

Cedar Rapids v. Garret F.- 1999

Mar 3, 1999

Garret F, a four year old boy, endured a spinal cord injury during a motorcycle accident. Although his physical mobility was impacted, his mental abilities remained unaffected and functioning. His physical body was paralyzed and he became dependent on ventilators, requiring a personal aid at all times for his daily health needs. This court ruling decided that through the IDEA, supplemental services required to meet the needs of disabled students would be provided at no extra cost to the parents.

Individual with Disabilities Education Improvement Act - 2004

2004

The IDEIA aims to provide children with disabilities a more equitable education equal to their peers. It allows more children to receive a personalized education plan, including the qualification of children who have less severe discrepancies. Response-to-intervention models are to be used to determine if a child has a learning disability and federal funds were increased to provide early intervention services. A child’s IEP would now be reevaluated every year to offer a more up to date plan.

Every Student Succeeds Act- 2015

Dec 10, 2015

Replacing No Child Left Behind Act, President Obama committed to equal opportunity for all students by adding onto the NCLBs components through additional opportunities for schools to rely on when their students are not making noticeable progress. ESSA requires that every student is taught to high academic standards in order to prepare them for college and later success. The control is given to states and locals as they monitor the progress and determine the level of sanctions needed to do so.