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Historical Overview: History has not been kind to those with special needs, including those with EBD. During the Middle Ages, they were usually seen as the town fool, often homeless, or being cared for by family. They were sometimes pitied, and many believed that their problems arose from their parents' misdeeds/sins, or as a punishment from god. Some believed them to be possessed by evil demons, and so they were shunned. During the next several centuries leading up to the Victorian Era (1500s-1800s) they were shunted off away from "civilized" society to isolated asylums or "mad-houses", where they wouldn't disturb anyone else. Sadly, their treatment there was akin to animals in a zoo, often chained and in cages, left in their own excrement and filth. Sometimes the guards would collect money from the curious, who would come to see these "animals" in their squalor.
The 1800s saw some improvements, as research into what caused these issues were better understood. Schools for disabled and special needs people sprung up, and things began to improve. By the next century, more "feeble-minded" (our the equivalent to our Special Education) programs emerged, and more teachers were trained to help educated the disabled. The Brown vs. Board of Education case of 1954 ruled that "separate but equal" schooling in public education was unconstitutional. While this case was reacting primarily to the rights of African-American students, its impact on those with special needs and disabilities cannot be underestimated.
The 1800s saw some improvements, as research into what caused these issues were better understood. Schools for disabled and special needs people sprung up, and things began to improve. By the next century, more "feeble-minded" (our the equivalent to our Special Education) programs emerged, and more teachers were trained to help educated the disabled. The Brown vs. Board of Education case of 1954 ruled that "separate but equal" schooling in public education was unconstitutional. While this case was reacting primarily to the rights of African-American students, its impact on those with special needs and disabilities cannot be underestimated.
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Recent History: This led to further litigation and legislation, eventually culminating in many different laws and cases that further advanced the rights and needs of those with special needs, including those with EBD. The most important ones that are still in force is the Rehabilitation Act of 1973, specifically the part called Section 504, says that anyone with a disability that “substantially limits one or more major life activity” in public schools are entitled to a Free Appropriate Public Education (aka FAPE). These rights were expanded by the Americans with Disabilities Act (ADA) in 1990.
PL 42-142, passed in 1975, and later renamed the Individuals with Disabilities Education Act, or IDEA, provided further protections and processes to help assist those with special needs, including EBDs. The main goals & benefits created / updated by this law are still the primary foundation for special education today, including the following main ideas:
PL 42-142, passed in 1975, and later renamed the Individuals with Disabilities Education Act, or IDEA, provided further protections and processes to help assist those with special needs, including EBDs. The main goals & benefits created / updated by this law are still the primary foundation for special education today, including the following main ideas:
- IEP: Each child is entitled to an IEP / Individualized Education Plan that seeks to help them be the most successful possible. It specifies the services / accommodations the student will receive to prosper.
- FAPE: All students are entitled to FAPE, but special needs students will get extra assistance according to their IEP and such as needed.
- LRE: In order to better acclimate students to the real world, they ought to remain in regular-education classes and such as much as possible, in what has been deemed the Least Restrictive Environment. Otherwise, their environment ought to closely match the learning environment of their student peers.
- Appropriate Evaluation: We as educators need to correctly identify the help students need, measure their progress with aids / services / etc., and reevaluate as needed.
- Parent / Teacher Participation: Both parents and educators work together throughout to create the best possibility for success for these students.
- Procedural Safeguards: These are a series of rights given to families of special needs students to ensure their access to FAPE is protected.
Reflection: Honestly, it was horrific for these poor folks. Can you imagine this happening today, on this scale? It was truly a dark part of our past. As for the main points of IDEA, we know that these might seem overwhelming; don't worry! We've been there! As relatively newer teachers ourselves, we've been learning through experience about the process of IEPs, Evaluation, etc. No matter where you are in the process, you will get better, and thereby you will be a crucial advocate for EBD and other special needs students!