The Inclusion Of Individuals With Disabilities In School

The Inclusion Of Individuals With Disabilities Both In Schools And I

The inclusion of individuals with disabilities, both in schools and in the community, has changed significantly over the last 100 years. This has been influenced by a variety of events, court cases, and laws. It is important for special education teachers to be aware of what has instigated these changes. In addition, special education teachers need to be knowledgeable of the laws that are related to special education and how they will affect service delivery to special education students. Part 1: Timeline Create a timeline of the history of special education from the late 1800s to the current year. Include 10-12 major events, laws, and court cases that, in your opinion, have influenced special education. Provide a 25-50 word description of each factor in the timeline and a rationale for your selection. Part 2: Summary In words summarize the changes in special education portrayed in the timeline. Emphasize the two key special education laws, the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA). Discuss how each has influenced the inclusion of individuals with disabilities in the educational setting. In addition, reflect upon how knowledge of special education history will affect ethical decisions in your future professional practice. Cite the CEC Ethical Principles and Professional Practice Standards for Special Educators to support your stance. Support your findings with a minimum of two scholarly resources. You may include this topic’s resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Paper For Above instruction

The Inclusion Of Individuals With Disabilities Both In Schools And I

Introduction

The evolution of special education over the past century reflects societal attitudes, legal frameworks, and educational practices. Understanding this history is essential for educators committed to fostering inclusive environments. This paper presents a detailed timeline of pivotal events, laws, and court cases, followed by a discussion of their impact, particularly focusing on the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA). Furthermore, it explores how knowledge of this history informs ethical decision-making aligned with the Council for Exceptional Children (CEC) standards.

Part 1: Timeline of Major Events in Special Education History

  • 1893: Jim Crow Laws and Segregation — Initiated racial segregation in public schools, highlighting early exclusion of children with disabilities from mainstream education. Rationale: Demonstrates historical barriers faced by marginalized groups including students with disabilities.
  • 1922: Brown v. Board of Education — Landmark Supreme Court decision declaring racial segregation unconstitutional, fostering wider recognition of equal rights, impacting policies for all marginalized groups, including students with disabilities. Rationale: Set a precedent for equality and inclusion.
  • 1954: Brown v. Board of Education — Declared racial segregation in schools unconstitutional, indirectly influencing the rights of students with disabilities to integrated placements. Rationale: Elevated the importance of inclusive education practices.
  • 1972: Education for All Handicapped Children Act (PL 94-142) — Guaranteed free and appropriate public education to children with disabilities, marking the beginning of special education law in the U.S. Rationale: Recognized right to education for students with disabilities.
  • 1975: Education for All Handicapped Children Act (Public Law 94-142) — Enacted to ensure free appropriate public education (FAPE) and least restrictive environment (LRE). Rationale: Established foundational rights for students with disabilities.
  • 1986: Handicapped Children's Protection Act — Increased procedural safeguards for families, emphasizing due process. Rationale: Promoted family rights and advocacy in special education.
  • 1990: Americans with Disabilities Act (ADA) — Prohibited discrimination based on disability in all public life, including education. Rationale: Broadened scope of disability rights beyond education.
  • 1997: Individuals with Disabilities Education Act (IDEA) Amendments — Expanded services and included transition planning for students. Rationale: Enhanced focus on preparing students for life after school.
  • 2004: No Child Left Behind (NCLB) — Emphasized accountability, standardization, and inclusivity in education. Rationale: Increased focus on ensuring academic progress for students with disabilities.
  • 2006: IDEA Reauthorization — Focused on improving outcomes, inclusive practices, and accountability. Rationale: Reinforced the move toward inclusive education and student success.
  • 2010: ADA Amendments Act — Broadened the definition of disability to include more individuals, challenging the traditional limitations. Rationale: Allowed more students with disabilities to access protections and services.
  • 2015: Every Student Succeeds Act (ESSA) — Replaced NCLB, emphasizing equity and flexibility, promoting inclusive practices across districts. Rationale: Supported broader inclusion and individualized learning plans.

Part 2: Summary and Reflection

The timeline illustrates a gradual yet definitive shift from segregation and exclusion towards inclusion and equal rights for students with disabilities. Early practices isolated children based on physical and cognitive differences, reflecting societal prejudices. Over time, legal structures and landmark court cases fostered a paradigm shift emphasizing equal access, appropriate accommodations, and inclusive settings.

The Education for All Handicapped Children Act (PL 94-142) of 1975 was a foundational legal milestone, establishing the right to free and appropriate public education (FAPE) and mandating least restrictive environments (LRE). It laid the groundwork for subsequent amendments and the reauthorization of IDEA, which furthered service quality, individualization, and transition planning that prepared students for post-secondary life.

The Americans with Disabilities Act (ADA), enacted in 1990, and later strengthened by the ADA Amendments Act of 2008, significantly expanded the legal protections for individuals with disabilities beyond education, prohibiting discrimination in all areas of public life, including employment, transportation, and public accommodations. In educational contexts, ADA required accessibility modifications and reasonable accommodations, fostering environments that support inclusion. Essentially, ADA recognized that physical and digital accessibility barriers hinder full participation, emphasizing the importance of barrier-free environments to promote independence and equal rights.

The Individuals with Disabilities Education Act (IDEA), first enacted in 1975 and reauthorized multiple times, fundamentally shaped special education by ensuring individualized education programs (IEPs), procedural safeguards, and transition services. IDEA's focus on inclusion within general education settings and student-centered planning has propelled the movement towards mainstreaming students with disabilities into regular classrooms whenever possible, promoting social integration and academic achievement.

Knowledge of this history is vital for ethical decision-making in future practice, aligning with the CEC Ethical Principles and Professional Practice Standards. Principles emphasizing respect for student dignity, commitment to social justice, and collaboration underpin ethical judgments. Understanding past injustices and legal standards informs educators’ actions, ensuring they promote equitable access, uphold student rights, and foster inclusive environments. For instance, awareness of historical exclusions reinforces the ethical obligation to advocate for all students’ needs and rights. Moreover, ethical principles concerning fairness and non-discrimination compel educators to implement practices that support diversity and empower marginalized students (CEC, 2015). Collectively, these insights encourage ethically responsible decisions rooted in historical awareness, advancing social equity in education.

References

  • Congress of the United States. (1975). Education for All Handicapped Children Act (Public Law 94-142). Retrieved from https://www.congress.gov/bill/93rd-congress/house-bill/1420
  • Council for Exceptional Children (CEC). (2015). Ethical Principles and Practice Standards for Special Educators. Retrieved from https://www.cec.sped.org
  • Individuals with Disabilities Education Act (IDEA). (2004). 20 U.S.C. § 1400 et seq. Retrieved from https://sites.ed.gov/idea/statute
  • Americans with Disabilities Act of 1990, 42 U.S.C. § 12101 et seq. Retrieved from https://www.ada.gov/pubs/ada.htm
  • United States Department of Education. (2017). A Guide to the Implementation of the ADA in Schools. Retrieved from https://www2.ed.gov/about/offices/list/ocr/publications.html
  • Yell, M. (2019). Special Education in Contemporary Society: An Introduction (5th ed.). Routledge.
  • McLeskey, J., et al. (2017). Inclusion: What We Know and Where to Go from Here. Journal of Special Education, 50(1), 3–12. https://doi.org/10.1177/0022466917737474
  • Wagner, M., et al. (2006). The Special Education Tag in an Era of Accountability. Educational Researcher, 35(2), 3–16. https://doi.org/10.3102/0013189X035002003
  • Friend, M., & Cook, L. (2017). Interactions: Collaboration Skills for School Professionals (8th ed.). Pearson.
  • U.S. Department of Education. (2010). The Education for All Handicapped Children Act: A Retrospective. Washington, DC: Author.

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