Emotional Disability

By CBOD

  • Mid 1800's

    Institutions for mentally disabled/feeble minded were created. By the end of the 1800's those seen as "uncorrectable" were sent to ungraded classes.

  • The 1900's to 1950's

    Students with mental disorders were grouped into separate classes. Horn (1910) was the first to label students with mental disorders as "incorrigible and truant."

  • Research Development

    The development of The Council for Exceptional Children

  • Education

    New York City established the "600" schools that educated students who were identified as emotionally disturbed and socially maladjusted.

  • Mental Health Act

    President Harry Truman signed the Mental Health Act into Law which funded the National Institute of Mental Health

  • 1960's

    Eli Bower conducted research on identifying students who needed services because of severe emotional and behavioral problems.

  • Education Laws

    President John F. Kennedy advocated for a bold new approach. He proposed a whole new mental health program in comprehensive community care. Congress enacted Public Law 88-164, adding "serious emotionally disturbed" as a disability category.

  • Council for Children with Behavior Disorders

    The Council for Children with Behavior Disorders (CCBD) was developed to address concerns for children who were at risk due to their behavior

  • The Education of All Handicapped Children Act

    The Education of All Handicapped Children Act, defined serious emotional disturbances and added free appropriate public education (FAPE) and least restrictive environment (LRE) to the legislation.

  • Protection

    Honig v. Doe was a case heard by the Supreme Court that clarified that schools are unable to expel students for behavior related to their handicaps; stay put. Procedural safeguards are designed to protect children and parent and to describe parent role.

  • IDEA

    The Education of Handicapped Children Act added amendments and renamed IDEA

  • IDEA Amendments

    Amendments directly supporting students with emotional disabilities include the Functional Behavior Analysis (FBA), the Behavior Intervention Plan (BIP) and Manifestation Determination. It addresses strategies for behavior, IEP team assessments, and professional development for teachers.

  • State Indicators

    The Office of Special Education Programs (OSEP) develop indicators 4, 9, and 10. They address the disproportionate representation and suspension/expulsion of racial and ethnic groups;

  • Early Intervention

    Focus and prevention was placed on early intervention services for young children displaying behavioral challenges.

  • Every Student Succeeds Act (ESSA)

    ESSA emphasizes the importance of climate, culture, attendance and MTSS.

  • Supports in School

    Schools are required to proved positive behavioral supports to students with disabilities.