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This institution for the blind is the first school of education of blind children. One of Hauy's students is Louis Braille, who eventually developed his communication system using raised letters.
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Philip Pinel discards the belief that mental illness is caused by demonic possession. Instead, he finds it is a result of excessive exposure to social and psychological stress, and to some degree, heredity and physiological damage
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Gaspard Itard becomes the first physician to suggest that educational interventions can improve the lives of individuals with disabilities.
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Dr. Benjamin Rush protests the inhuman accomodation and treatment of patients at Pennsylvania Hospital and receives state funding for the first ward for the insane.
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Thomas Hopkins Gallaudet and Laurent Clerc founds the American School for the Deaf in Hartford, Connecticut.
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In Switzerland, Physician Johann Guggenbuhl establishes Abendberg, the first residential habilitation program for individuals with mental retardation.
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This organization is now called the American Psychiatric Association.
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Seguin, a student of Itard, publishes the first special education treatise addressing the needs of children with disabilities.
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The United States Congress establishes the Columbia Institution of the Deaf and Blind.
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The US Supreme Court ruled unanimously in this case that school segregation is unjust and that public schools should immediately desegregated.
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Congress adds Title VI to the Elementary and Secondary Education Act of 1965 creating a Bureau of Education for the Handicapped (this bureau today is called the Office of Special Education Programs or OSEP).
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Two significant supreme court decisions [PARC v. Pennsylvania (1972) and Mills v. D.C. Board of Education (1972)] apply the equal protection argument to students with disabilities.
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Section 504 of the Rehabilitation Act of 1973 is enacted into statute. This national law protects qualified individuals from discrimination based on their disability.
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Parents are allowed to have access to all personally identifiable information collected, maintained, or used by a school district regarding their child.
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Before 1975, children with disabilities were mostly denied an education solely on the basis of their disabilities. EAHCA, along with some key supreme court cases, mandated all school districts to educate students with disabilities.
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The final federal regulations are enacted at the start of the 1977-1978 school year and provide a set of rules in which school districts must adhere to when providing an education to students with disabilities.
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This amendment makes clear that students and parents have rights under EAHCA (now IDEA) and Section 504.
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ADA adopts the Section 504 regulations as part of the ADA statute. In turn, numerous “504 Plans” for individual students start to become more common place in school districts.
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This amendment calls for many changes to the old law. One of the biggest was the addition of transition services for students with disabilities. School Districts were now required to look at outcomes and assisting students with disabilities in transitioning from high school to postsecondary life
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This amendment calls for students with disabilities to be included in on state and district-wide assessments. Also, Regular Education Teachers are now required to be a member of the IEP team.
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This law calls for all students, including students with disabilities, to be proficient in math and reading by the year 2014.
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There are several changes from the 1997 reauthorization. The biggest changes call for more accountability at the state and local levels, as more data on outcomes is required. Another notable change involves school districts providing adequate instruction and intervention for students to help keep them out of special education.
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