Hist sped

Special Ed Timeline

  • Period: to


  • It is evident that the present system . . . imposes upon . . . teachers an undue share of labor and trouble. The very

  • Here, in charge of a teacher who has not more than 35 pupils, they can receive the individualized attention they

  • First, the true imbeciles, who ought not to be kept in public schools at all; second, feebleminded children who show

  • day. They are a drag upon you, a drag upon the class, and a drag upon the school, day after day and year after year.

  • Disabled students represent an unassimilable accumulation of human clinkers, ballast driftwood, or

  • Segregation gives any human being a skewed culture. The handicapped needs special understanding rather that special class. . . . Special education to0day is in the unenviable position of tempering evil winds to the most closely shorn victims of outmoded a

  • Child-centered and integration approaches to special education represent the goo of wishful thinking.

  • By providing the regular system with a respectable out for its failure to give every child equal opportunity to realize his potential, special educators may be perpetuating systems that ought to be challenged to change.

  • I feel so strongly about it. It’s really to me a civil rights issue. It’s just the right thing to do to make sure all kids

  • Is mainstreaming a good idea?” is a bit like asking, “Is Tuesday a good idea?” Both are wrong questions. It’s not

  • For the sake of an abstraction known as the “mainstream,” deaf children are denied the solid and

  • A huge segment of America’s children construed as intellectually disabled continue to face harsh and delimiting