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The best that was offered by society for most children with disabilities was protection, they offered asylum from a cruel world to help them "survive". They were thought to be "imperfect" or "incomplete", and as democracy spread political reforms and leaders in medicine and education fought for those with disabilities to be taught skills that would allow them to become independent, and productive citizens.
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During the closing years of the 18th century, follow the American and French Revolutions.
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Early in the 19th century people put forth systematic attempts to education those who today who "are said to have intellectual disabilities and emotional or behavioral disorders." The educational methods developed during this time are thought to be the techniques that inspired contemporary methods for exceptional children.
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Many believe that Itard was the man at the beginning of special education. He was a French physician who was the authority on diseases of the ear and the education of those who were deaf.
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A minister who in 1817 established the first American residential school in Hartford, Connecticut for students who were death, now the American School for the Deaf.
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An American physician and educator, political and social reformer, a champion of humanitarian causes and emancipation. He taught students who were deaf and blind. He was a force behind the organization of a school for children with intellectual disabilities.
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Elizabeth Farrell, a teacher in New York City in the early 20th century, was highly important in the development of special education. In 1922 she and her colleagues created the CEC, a coucil that worked to ensures each exceptional child or youth had an appropriate education and received the services needed for optimal learning in school.
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National parent organizations, like the Special Olympics, are composed of parents with exceptional children and concentrate on: 1. providing a support group, 2. providing information, and 3. providing the structure and assistance in obtained services.
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Efforts were made to move people out of institutions and back into closer contact with community.
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A landmark federal law passed in 1975.
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In the mid 70's the number of students grew steadily from about 3.75 to over 6 million in the 21st century.
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The U.S. Supreme Court made its first interpretation if IDEA in Hudson v. Rowley, involving Amy Rowley, a child who was deaf. The Supreme Court decided that appropriate education for a deaf child with a disability does not necessarily mean education that will produce the maximum possible achievement.
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The Education for All Handicapped Children Act was amended to become IDEA. IDEA ensures that all children and youths with disabilities have the right to a free, appropriate public education.
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ADA ensures the right of the individuals with disabilities to nondiscriminatory treatment in other aspects of their lives; it provides protections of civil rights in the specific areas of employment, transportation, public accommodations, state and local government, and telecommunications.
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The law was amended, but the name stayed the same.
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The was a steady increased in the number of students served in special education in school from the mid 70's, at 3.75 million, until the 21st century, at over 6 million children and youths a year.
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The most controversial issue that came from the idea of normalization, (meaning "we should use means which are as culturally normative as possible, in order to establish and/or maintain personal behaviors and characteristics which are as culturally normative as possible."), is inclusion. Inclusion is when an exceptional child (children) are placed in a ordinary classroom with their non-exceptional peers.
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NCLB became a major factor in the focus of public schooling, including special education.
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IDEA was reauthorized to become IDEIA.
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The identification of ASD has increased dramatically since 1995
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There has been notable scientific advances and research that has helped reduce the number of children with specific disabilities.