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- The impact of the World Wars brought a new awareness of disabilities, leading to increased advocacy and legislative action. The mid-20th century witnessed pivotal changes, with landmark cases and legislation shaping the future of special education. This period was crucial in recognizing the right to education for all, regardless of disability.
special-education-journey.com/special-education-evolution-a-timeline-of-milestones/
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The mid-20th century witnessed pivotal changes, with landmark cases and legislation shaping the future of special education. This period was crucial in recognizing the right to education for all, regardless of disability.
- Special Education Origins: When & How It Started
What changes occurred in the mid-20th century related to...
- Special Education Origins: When & How It Started
What changes occurred in the mid-20th century related to special education? The article discusses improved social attitudes and legislative changes in the mid-20th century that aided special education’s integration into mainstream education.
A brief review of the literature on education for students with SEN reveals that inclusive education has its roots in special education and has passed through the phase of integration.
The special segregated classes, destined to become the backbone and the chief bone of contention in special education for almost all of the next century, arrived largely unheralded. Once in place after about 1910, however, growth was dramatic and sustained.
- The History of Special Education: Lessons from the Past, Implications for the Future
- The History of Special Education: Lessons from the Past, Implications for the Future
- Four Themes in the History
- Historical Treatment
- Societal Trends
- Philosophy Meets Empiricism
- The Result?
- Characteristics of the Era of Early Reform
- Swift Regression
- Eugenics (Francis Galton)
- Influences of Eugenics
- Characteristics of the Era of Stagnation and Regression
- Role of Special Educators
- Medical & Scientific Breakthroughs
- Deinstitutionalization
- Characteristics of the Era of Contemporary Reform
- Early and Contemporary Reformers
- The New Paradigm is Not Necessarily Better than the Old
- Applications
- Interactive/Multi-Media Websites
Lucinda S. Spaulding Liberty University, lsspaulding@liberty.edu Deanna L. Keith Dr. Liberty University, dlkeith@liberty.edu Follow this and additional works at: https://digitalcommons.liberty.edu/educ_fac_pubs Part of the Education Commons
Lucinda S. Spaulding, Ph.D. Deanna L. Keith, Ed.D.
The treatment of people with disabilities follows societal and cultural trends Changing conceptions of disability as a qualitative or quantitative phenomenon Shifting emphases on nature and nurture 4. New paradigms are not necessarily better than the old
Aristotle forbid children born with disabilities to live Romans trained boys who were blind to become beggars, and girls to become prostitutes Christians saw disability as “Divine Punishment” in retaliation for the sins of the parents Treated as non-citizens (denied civic rights) Isolated from society No emphasis on nurture
Initiated by French Enlightenment Philosophes (Locke & Condillac) Inquiry about the development of human intellect and language Began to study people with sensory disabilities, starting with those who were deaf
Physicians were the first to systematically attempt to educate people with disabilities Jean-Marc-Gaspard Itard and Victor, the “Wild Boy of Aveyron” Demonstrated that improvement could be made with training Eduoard Seguin followed, publishing the first standard book for treatment and training
Massachusetts legislature began revising laws and standards, with other states soon following Hospitals, schools, and training facilities were developed Shift from qualitative to quantitative change Nurture over nature
Emphasis on nurture and training Focus on family-like atmospheres in institutions Emphasis was to prepare people to participate in society Difference by degree (quantitative), not kind (qualitative)
Populations rapidly increased ↓ Resident labor began to be used to offset costs ↓ Increased emphasis on skills and trade preparation ↓ Decreased emphasis on intellectual development ↓ Return to the “factory model” ↓ Institutions reverted to life-long, custodial care facilities
Derived from the word eugenes (“good in stock”) Positive Eugenics Purposeful reproduction of “good stock” Negative Eugenics Restriction of the “unfit” from reproducing
Merged disability and deviance in the public mind Re-cultivated the perception of qualitative difference Transformed intelligence tests into tools for categorizing and labeling the “fit” from the “unfit”
Nature over nurture Disability as qualitative rather than quantitative difference Emphasis on economics The merging of deviance and disability
Both Samuel Howe and Alexander Graham Bell assumed influential positions in the eugenics movement Evidence that Helen Keller supported eugenics
Effects of early nutrition Dilatin (controlled epilepsy) Antibiotics controlled disabling childhood diseases (i.e., whooping cough & diphtheria) Smaller and more effective hearing aids Use of guide dogs
An effort to move people from large institutions into community-based living arrangements in smaller, residential homes Wolf Wolfensberger heavily promoted both movements in the United States
Emphasis on nature and nurture Quantitative versus qualitative difference People with disabilities are more “included” in society than ever before Many people with severe disabilities living in community-based facilities
Exposed the conditions PWD were experiencing Framed disability as an issue of human and civil rights rather than a charitable cause Fought to change legislation Emphasized the importance of care & training (nurture) Demonstrated difference by degree (quantitative) not kind (qualitative)
Institutions initially designed for nurture and training turned into life-long custodial care facilities IQ tests used to assess cognitive ability were soon used to categorize and identify inability Deinstitutionalization resulted in many people with disabilities becoming homeless or profoundly neglected Cautionary Markers Dehumanization based on d...
In partners or small groups, discuss how you can intentionally and systematically integrate historical perspectives into your teacher preparation programs and courses.
The Disability History Museum http://www.disabilitymuseum.org/ Useless Eaters http://www.regent.edu/acad/schedu/uselesseaters/
- Lucinda S. Spaulding, Deanna L Keith
- 2010
Its key dynamics consist of a retrospective overview of the paradigms that emerged from and shaped special education; a critical assessment of past progress and reform, including failures and disappointments; and an analysis of the theoretical diversity within the discipline.
In 1965, with the passage of the Elementary and Secondary Edu-cation Act, schools began receiving federal monies for public education. A year later, an amendment to the act set aside funds specifically for students with disabilities (Yell, Drasgow, Brad-ley, & Justesen, 2004).
