Early Education Efforts

 Itard-wolf boy, multi-sensory learning

 Sequin-training sequence
 Montessori-individualized and discovery
learning
These were some seeds of special education
 Pioneers in Special
Education
Maria Montessori Eduard Seguin Jean-Marc Itard
 Jean Marc Gaspard Itard (1774-1838)
French physician and educator Jean Marc Gaspard
Itard was one of the earliest teachers to argue that
special teaching methods could be effective in
educating disabled children.
Between 1801 and 1805, Itard used systematic
techniques to teach a boy, named Victor, how to
communicate with others and how to perform daily
living skills, such as dressing himself.
The wild boy of Aveyron
Description of Wild Boy “. . . He is unusual to our food, selecting
his nourishment by smell but at the same time indifferent to
fragrant or foul odors; lying flat on the ground to drink; tearing
garments placed upon him and trying constantly to escape; walking
often on all fours; fighting with his teeth; giving few marks of
intelligence; having no articulate language even devoid of the
faculty of speech. It was later discovered that the boy’s hearing was
insensitive to loud noises and to music; yet he readily heard the fall
of a nut. His sense of touch was likewise deficient. As to sight, his
eyes constantly wandered and could not be fixed on objects”
Bonaterre (1798)
 Five primary goals
1. To interest him in social life – try to make his life better than
before
2. To improve his awareness of environmental stimuli – but the
context was controlled
3. To extend the range of his ideas (e.g. introduce him to games,
culture, etc.)
4. To teach him to speak & teach him to communicate by using
symbol systems, such as pictures and written words
5. To exercise the operations of his mind upon his physical wants,
from simple and proximal to complex and far
Itard’s results Sleeping and eating habits and personal hygiene got
more regular and controlled Senses of touch and taste became more
acute.
• Circle of wants increased
• Learned some monosyllabic words
• Learned to sequence objects
Itard’s failure
• Victor never talked
• He wanted to return to his old life
• Too much exigencies ; lack of emotional attachment
• Maybe Victor had an autistic syndrome or a mental retardation can
also explain the abandonment
First basis of Special Education needs:
• Individualization
• Emotional attachment
• Specific materials
• Structure of contents
• Segregation
 Edouard Seguin (1812-1880)
In 1848 French psychologist Edouard Séguin, who had
studied with Itard, immigrated to the United States and
developed several influential guidelines for educating
children with special needs (ex. Mental retardation).
Seguin’s education programs stressed the importance of
developing independence and self-reliance in disabled
students by presenting them with a combination of
physical and intellectual tasks.
 Edouard Seguin Developed the physiological method
Sensory training
• Focused on touch
• Utilization of material

Motor training
• Age appropriate activities
• Simple to complex
• Functional activities
• Work and play
Seguin’s Basis
1. Frequent changes in activities
2. Analysis of tasks into their components
3. Differentiation of senses from intellect
4. Physical education
5. Sensory stimulation
6. Employment as an outcome of education
MARIAMONTESSORI(1870 - 1952)
• Dr. Maria Montessori(1870-1952) was an Italian Doctor.
• She prepared a scheme for the education for the feeble-
minded children.
• She was appointed as a director of special schools.
• She establish a school for children named ‘casa de Bombini’
or children’s house on January 6, 1907.
• She discovered the training of senses and muscles.
• She wrote a book which was very famous named ‘Discovery
of the child’.
• In 1939, she visited India and stayed till 1951.
8 Principles of
Montessori
1. Movement and cognition
 8 Principles of Montessori
2. Choice
 8 Principles of Montessori
3. Interest
 8 Principles of Montessori
4. Avoid extrinsic reward
 8 Principles of Montessori
5. Learning from and with peers
 8 Principles of Montessori
6. Learning in context
 8 Principles of Montessori
7. Adult interactions
 8 Principles of Montessori
8. Order in environment
 Montessori’s Educational Ideas
• Feeble mindedness of child was due to dullness of their senses.
• Proper training would enable them to overcome feeble
mindedness.
• Too much emphasis is laid on the psychology of the child.
• Discipline must come through liberty.
• She introduced ‘ A Didactic Apparatus’ for ‘self education’.
• Education must provide proper training of senses.
• She employed three methods in achieving the aims of education:
a) Motor education training for the head, heart and body.
b) Sensory education with the help of a didactic apparatus.
c) Language teaching consists of desk, small balls, cards with
letters pasted on them colour boards and so on.
 History of
Special Education—The
Past 60 Years

NATIONAL ASSOCIATION OF SPECIAL

EDUCATION TEACHERS
 Legal Issues in
Special Education
**Generally, over the
years, special education
has been restructured
and transformed by
legislation
 Legal Issues in
Special Education
 In 1948, only 12 percent of all children with
disabilities received some form of special
education.
 By the early 1950s, special education services
and programs were available in school districts,
but often, undesirable results occurred. For
example, students in special classes were
considered unable to perform academic tasks.
 Legal Issues in
Special Education
 Consequently, they went to special schools
or classes that focused on learning manual
skills such as weaving and bead stringing.
Although programs existed, it was clear
that discrimination was still as strong as
ever for those with disabilities in schools.
 Brown vs.
Board of Education
 Legislation and court cases to prevent
discrimination in education first came
to notice in 1954 with the famous
case Brown v. Board of Education of
Topeka, Kansas.
 **Brown was a discrimination suit
 Brown vs.
Board of Education
 In Brown, the Court ruled that it was illegal practice under
the 14th Amendment of the U.S. Constitution to
arbitrarily discriminate against any group of people.
 The Court then applied this principle to the schooling of
children, holding that a separate education for African
American students is not an equal education. In its
famous ruling, separate but equal would no longer be
accepted.
 Brown vs.
Board of Education
 Brown set the precedent for future discrimination
cases in education. People with disabilities were
recognized as another group whose rights had been
violated because of arbitrary discrimination. For
children, the discrimination occurred because
they were denied access to schools because of
their disabilities.
 Brown vs.
Board of Education
 Using Brown as their legal precedent, students
with disabilities claimed that their segregation
and exclusion from school violated their
opportunity for an equal education under the
14th amendment of the US constitution-The
Equal Protection Clause.
 If Brown could not segregate by race, then schools
should not be able to segregate or otherwise
discriminate by ability and disability.
 1960s
 In the 1960s, parents began to become advocates
for better educational opportunities for their
children.
 Segregated special classes were not the most
appropriate educational setting for many students
with disabilities.
 1960s
 By the end of the 1960s, landmark court cases
set the stage for enactment of federal laws to
protect the rights of children with disabilities and
their parents.
 As a result of numerous historical court cases,
federal legislation for individuals with disabilities
began to develop in the early 1970s.
 Section 504 of the
Vocational Rehabilitation Act
 Section 504 of the Vocational Rehabilitation
Act is a civil rights law enacted in 1973.
 It was created to prevent discrimination
against all individuals with disabilities in
programs that receive federal funds.
 Section 504 of the
Vocational Rehabilitation Act
 Section 504 ensures students of equal
opportunity to all school activities.
 Prohibits discrimination against
students with disabilities in federally
funded programs
 Section 504 of the
Vocational Rehabilitation Act
 Individuals with disabilities cannot be
excluded from participation in, denied
benefits of, or subjected to
discrimination under any program or
activity receiving federal financial
assistance.
 P.L. 94-142
Education for All
Handicapped Children Act (EHA)

 Because of the victories that were being won for

students with disabilities in the early 1970s, parents
and student advocates began to lobby Congress for
federal laws and money that would ensure students
with disabilities got an education that would meet
their needs.
 P.L. 94-142
Education for All
Handicapped Children Act (EHA)

 Years of exclusion, segregation, and denial of basic

educational opportunities to students with
disabilities and their families set an imperative for
a civil rights law guaranteeing these students
access to the education system
 **In 1975, the stage was clearly set for a national
special education law. Public Law 94-142
 P.L. 94-142
Education for All
Handicapped Children Act (EHA)

 It is evident that Congress recognized the necessity

of special education for children with disabilities
and was concerned about the widespread
discrimination.
 In response, Congress enacted into federal law The
Education for All Handicapped Children Act (EHA),
Public Law (PL) 94-142.
 P.L. 94-142
Education for All
Handicapped Children Act (EHA)

 **Was signed into law by President Gerald Ford

 **Since 94-142 was enacted in 1975, the number of students
receiving special education has increased by 75%
 Public Law 94-142 set forth federal procedural safeguards
for children with disabilities and their parents. This law
outlined the entire foundation upon which current special
education practices rest.
 The Individuals with Disabilities Education
Act: IDEA
 In 1990, the Education for All Handicapped
Children Act was reauthorized
 Reauthorization--the act of amending and renewing
a law.

 IDEA-The Individuals with Disabilities Education

Act. IDEA continued to uphold the provisions set
forth in 94-142.
 IDEA
 **Notice IDEA changed the terms in the
previous law as follows:
 1. from “children” to
“individuals”
 2. from “handicapped” to
“with disabilities”
 IDEA
 In July of 2005, IDEA was reauthorized once again.
It is now Public Law 108-446.

 The law is still referred to as IDEA except now we

call it IDEA 2004….and it’s name is:

 Individuals with Disabilities Education

Improvement Act