Dr. Alfred Binet-identify “slow” or “retarded” children-IQ test
Vocational Rehabilitation Act-response to WW I soldiers with disabilities
Disabled students represent an unassimilable accumulation of human clinkers, ballast driftwood, or derelicts which serious retards the rate of progress of the entire class and which often constitutes a positive irritant to the teacher and other pupils.
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
Parents advocating for public school education for children with disabilities
First Center for Independent Living (CIF)
Education of All Handicapped Children Act (PL 94-142)
“Is mainstreaming a good idea?” is a bit like asking, “Is Tuesday a good idea?” Both are wrong questions. It’s not so much whether mainstreaming and Tuesdays are good ideas as what we make of them . . . . For some things, we need no evidence.
Individuals with Disabilities Education Act (IDEA)
Americans with Disabilities Act
Reauthorization of Elementary and Secondary Education Act-No Child Left Behind (NCLB)
