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American School for the Deaf
The first permanent school for the deaf in Hartford, Connecticut, opened. The school was founded by Thomas Hopkins Gallaudet, Laurent Clerc, and Dr. Mason Cogswell. It was previously named the Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons. This institution shaped deaf culture, identity, and advocacy in the U.S. -
PTS-FMC (1852)
Dr. Alfred L. Elwyn founded the Pennsylvania Training School for Feeble-Minded Children in 1852 in Germantown, Pennsylvania. It was one of the first institutions in the US specifically for feeble-minded children (a.k.a children with intellectual disabilities). The goal of the training school was to educate, train, and care for children with developmental disabilities, providing an alternative to poorhouses or prisons. Elwyn Institute -
CEC
The Council for Exceptional Children (CEC) was founded in 1922 by a group of educators at Teachers College at Columbia University in New York City who recognized the need for better training and support for those who work with children with disabilities. CEC develops professional standards for special educators and plays a key role in the certification of teachers of students with disabilities. -
ESEA (1965)
Elementary Secondary Education Act of 1965 (Public Law 89-10) aimed to address educational inequality by providing federal funding to improve education. The goal was to secure federal funding to enhance educational opportunities for disadvantaged students and to close achievement gaps. Enacted by President Lyndon B. Johnson as part of his "War on Poverty," this was the initial significant federal initiative to provide funding for primary and secondary education. -
EHA (1975)
President Gerald Ford enacted the Education for All Handicapped Children Act (EHA) (Public Law 94-142), which ensured that every child with a disability was entitled to a free and appropriate public education (FAPE) in all states and localities nationwide. During the 1976-77 academic year, 3,694,000 students aged 3 to 21 benefitted from the EHA. -
NCLD
The National Center for Learning Disabilities (NCLD) 1989, previously named the Foundation for Children with Learning Disabilities, was founded by Carrie Rozelle in 1977. NCLD is a leading nonprofit organization in the United States that advocates for individuals with learning and attention issues, such as dyslexia, ADHD, dyscalculia, and executive functioning challenges. It plays a crucial role in shaping education policy, supporting research, and empowering families and educators. -
Infants & Toddlers
Public Law 99-457 signed by President Ronald Reagan, expanded services to infants, toddlers, and preschoolers with disabilities. These early intervention and preschool programs equip young children with disabilities to meet the academic and social challenges that lie ahead of them, both during their educational pursuits and in later stages of life. During the 1990-91 school year, 4,710,000 infants, toddlers, children, and youth with disabilities from birth to age 21 received services under IDEA. -
Official Closure of Willowbrook
Willowbrook State School (renamed the Staten Island Developmental Center in 1974), an institution for the developmentally disabled on Staten Island, officially closed forever. In 1972, investigative journalist Geraldo Rivera highlighted the appalling conditions using hidden camera footage. The footage revealed severe overcrowding, unsanitary conditions, and extreme neglect and abuse. Willowbrook's Horrors -
Rosa's Law (2010)
Signed into law by President Barack Obama, the law mandated that the term "mental retardation" be replaced with "intellectual disability" in federal health, education, and labor policy. The law is named in honor of Rosa Marcellino, a young girl with Down syndrome, whose family campaigned for more respectful, person-first language. Rosas Law -
Equity in IDEA (2016)
The updated regulations mandate that states identify LEAs with significant disproportionality and assist them in accurately identifying children with disabilities for services in the least restrictive environment. Additionally, it prohibits the disproportionate disciplinary removal of children with disabilities. These changes address the over-identification of certain students for special education, which often leads to placements in restrictive environments and insufficient academic challenges.