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This asylum was the first attempt at a special education school in the United States. It was established Thomas Gallaudet; in Hartford, Connecticut. Currently, this institution is named "The American School for the Deaf". The creation of this institution signified a step toward the direction of granting education to those with special needs.
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Created in the 1870's is the, "American Association of Instructors of the Blind and the American Association on Mental Deficiency". Similar to other groups, the Association of the blind, was comprised of institution delegates. Organizations such as these assisted in the promotion of special education needs. History of the American Association of Instructors of the Blind. (1908). Journal of Visual Impairment & Blindness, 2(2), 61–64. https://doi.org/10.1177/0145482X0800200203 -
A Supreme Court ruling as to how segregation is detrimental of children's education. It was deemed that resources would not be balanced, therefore not providing equal opportunity. This case brought into focus the topic of providing equal education for all. Later on, that would include special education.
Video
Peter W.W., Esq., Pamela D.W. (2021) https://www.wrightslaw.com/law/art/history.spec.ed.law.htm -
At the time, advocacy groups were comprised of institution delegates and/or parents. This association was one of the two most impactful parent advocacy groups. These two groups paced the way for special needs advocacy in education. -
The Elementary and Secondary Education ACT (P.L. 89-10) aided low socioeconomic students. From here on, the federal government began to provide for children of low-income families. Additionally, ESEA created a grant program which encouraged states to produce programs for special needs students. -
The Education for All Handicapped Children Act (P.L. 94-142, Part B) is the first instance of allowing sped. students the least restrictive environment. Students with disabilities were granted free, public education. Those who were already active in the general education system would now be identified and provided individualized education services. -
The Individuals with Disabilities Education ACT (P.L. 101-476) is a rendition of the previous act (EAHCA) with more inclusivity. This act allowed for learning disability children to have their diagnosis identified. Individual Education Plans are becoming more easy to access at this point. -
The Individuals with Disabilities Improvement Act is the final title for all future renditions of this act. It allows opportunity for the least restrictive environment in general ed curriculum, which can also receive special ed. assistance. There is no discrimination between established special ed., two new categories of diagnosis, ESOL students, and general education children. Additionally, person-first-language and due process is established. -
The No Child Left Behind Act enforced schools to have greater accountability for students. Statewide exams began to be enforced to monitor progress annually. From this point, ailing students must be accounted for, and given additional resources. ESOL students would also not be detained for low performance. Schools that demonstrated high accountability received flexible funding. This act encouraged implementing quality education for all. -
The Every Student Succeeds Act was signed as a replacement for the previous act (NCLB). Additional support was provided to schools whose students are not making adequate progress. Accountability for students switches from federal government to state and local. Students have begun to be monitored on a closer level.