Module 3: The Historical Landscape of Disability and Special Education
Module 3 Outcomes
- MLO 3.1: Explain how the historical and philosophical development of special education in the United States has informed current laws and practices. (CLO III, InTASC 4j, 9j)
- MLO 3.2: Identify practices and perspectives in special education that can potentially perpetuate bias. (CLO III, InTASC 9i)
- MLO 3.3: Describe ways that historical context and awareness of bias in special education can inform equitable practices. (CLO III, InTASC 9o, 10l)
People with disabilities have not always been eligible to receive public education. It was not until recently that public schools were federally accountable to provide education to all students, regardless of their intellectual abilities. Prior to this expectation, people with disabilities were marginalized in the worst ways imaginable. They were placed in poorhouses, training schools, and asylums. This segregation meant that the general public was not interacting with people with disabilities and they were not interacting with the general public; therefore, very little was known about people with disabilities and their experiences. This made shedding light on the ethical issues faced by those with disabilities challenging, as well as extremely impactful because these experiences were unknown to most people.
Once exposed to the living conditions within poorhouses and asylums, people spoke out and advocated on behalf of people with disabilities. This advocacy is what caused the public perception to change and, as a result, new laws to emerge. Without people’s curiosity regarding the cognitive abilities of those with disabilities and their desire to provide equitable educational experiences to all children, this change may have never been catalyzed.
In this module, you will be creating an interactive timeline of the history of special education, beginning with the 1800s and ending with the present day. You will meet key philosophers and changemakers in the special education field and be introduced to key laws that provide the backbone for students with disabilities.
Preparing to Learn
Comparing the Past to the Present
As you watch this brief video, consider the following:
- How were people with disabilities treated in the past?
- What happened to recognize that people with disabilities have rights?
- Who were the people involved in making positive changes for people with disabilities?
- How are people with disabilities treated differently in present times compared to how they were treated in the 1970s? 2000s?
References
Examine the historical and philosophical foundations of special education.
Knowledge. The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines s/he teaches.
Knowledge. The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).
Knowledge. The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
Disposition. The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Knowledge. The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
