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The Connecticut Asylum for the Education and Instruction of the Deaf and Dumb
The first school for deaf and mute children was established in Connecticut by Reverend Thomas H. Gallaudet who traveled to Europe to obtain curriculum and assistance for instruction. He returned with material and an assistant, Laurent Clerc, who instructed at the Royal Institution for the Deaf and Dumb. The Connecticut Asylum for the Education and Instruction of the Deaf and Dumb opened April 15, 1817 and began instructing its students in sign language. -
The New England Asylum for the Blind
In 1829, the New England Asylum for the Blind, later the Perkins School was established in Boston by Director Samuel Gridley Howe. The asylum was the first school in the U.S. to educate those with sight disabilities. Initially occupying his father’s home, the school began with six students. As size became an issue, a building was donated and along with legislative commitments, properties were added to the school grounds. By September 1832, the school expanded to thirty-four students. -
Massachusetts School for Idiotic and Feebleminted Youth
Founded by the reformer Samuel Gridley Howe in 1948, the Massachusetts School for Idiotic and Feeble-minded Youth in Waltham, Massachusetts was the first public institution for the developmentally disabled. Later named the Walter Fernald State School, it became embroiled in controversy due to the conducting of experiments on children in the name of eugenics. -
Alfred Binet's Intelligence Testing
Alfred Binet was a French psychologist who sought an updated method of testing students that would not use physical appearance but extensive testing to determine a child’s true capabilities. Through his studies he created the first I.Q. test, which has been the basis for many of our modern day tests we use today. “Mental age” would be determined not through one simple test or judgment but through multiple versions that would place the individual in the appropriate category, along with display wh -
Inclusion
Inclusion comes onto the scence, trying to meet the needs of learners who had been excluded from school or marginalized in classrooms. Data compiled by Romaine Mackie in 1963 showed 1,570,370 children enrolled in public school special education programs. Of those 456,145, or approximately 29 percent received instruction in a full-time special class or special day school; 986,509, or almost 63 percent, spent part of their school day in a special program and part in regular classes. -
Samuel Kirk
Samuel A. Kirk began his carrer early in life when he taught illiterate farmhands to read on his fathers farm. He then went on to become the father of special education coining and defining the pharse "learning disabilities". He is also widely credited with laying the groundwork for laws requiring schools to provide help for children with learning disabilities -
Mills v Board of Education
This case declared that students with disabilities must be given a public education despite the schools financial capabilities. -
Education for All Handicapped Children
The Education for all Handicapped Children Act was signed in an effort to grant all children the right to an education in the U.S. Essentially it stated that federal funds would be used to provide all necessary resources for underdeveloped or limited children from birth to the age of three to receive proper assistance in the schoolroom. It also devoted resources to properly evaluate and monitor the children throughout their education along with maintain communication and collaboration between th -
Individuals with Disabilities Act
IDEA was an amended version of the Education for all Handicapped Children Act of 1975. The largest contribution, aside from a convenient idiom, was the fact that classroom assistant would be extended beyond the age of three to support handicapped students throughout their entire education, regardless of their abilities. It also specified that each student would receive tailor made services and programs that would continually be updated in accordance to the student’s needs. -
IDEA with NCLB
In order to provide equality in the classroom, it was necessary to include the needs of special needs students alongside with the NCLB policies. 10 new aspects were added to the original plan which were: 1)The use of funds to carry out state level activities, 2) Use of funds in school wide activities, 3)Flexibility in use of funds in regards to differentiated programs, 4) Added requirements for special education teachers, 5)Performance Goals and Indicators, 6)regular reporting of progress, 7)Dev
