In 1949 and prior to that year, parents had the sole responsibility of having their children educated. Students without disabilities had the option of going to any school that their parent(s) deemed appropriate. Students could go to a boarding, private, or public school. Students with disabilities also had options. They could stay at home, be institutionalized or placed in a public school. Some parents did place their special needs child in public school. However, they soon learned that the classroom setting and experiences were not conducive to maximum learning or any learning at all, and the School District was not held responsible.
The District had no responsibility to secure accommodations to enable maximum learning. Regardless of the disability that student(s) endured, no assistive devices were provided and this rendered students academically compromised. Unfortunately, officials suffered no repercussions for the obviously compromised education. "No laws existed that required a school district to educate a student with special needs" Sharp (2005, p. 335). Students placed in public schools were on their own with regard to learning and performing academically. Undoubtedly, disabled students experienced apparent and inherent seclusion. "The use of seclusion in school settings is often referred to as exclusion or time out" Smith, C., Trader, B., Wrestling, D.L. (2010, p. 117).
Subsequently, when a plethora of "Equal Educational Opportunity Laws" Sharp (2005, p. 337) were finally enacted, seclusion yielded to inclusion. "Inclusion is based on the concept of the least-restrictive environment (LRE) Sharp" (2005, p. 338). "LRE requires that schools make every reasonable attempt to educate students with disabilities with their peers who do not have disabilities" Sharp (2005, p. 338). Inclusion has all students attending regular classes" Sharp (2005, p. 338) unless appropriate documentation indicates otherwise. It is now required that public school officials provide appropriate accommodations for their students. Students are now taught side-by-side with their classmates, and "the teacher can meet the needs of the student with disabilities" Sharp (2005, p.340).
Subsequently, when a plethora of "Equal Educational Opportunity Laws" Sharp (2005, p. 337) were finally enacted, seclusion yielded to inclusion. "Inclusion is based on the concept of the least-restrictive environment (LRE) Sharp" (2005, p. 338). "LRE requires that schools make every reasonable attempt to educate students with disabilities with their peers who do not have disabilities" Sharp (2005, p. 338). Inclusion has all students attending regular classes" Sharp (2005, p. 338) unless appropriate documentation indicates otherwise. It is now required that public school officials provide appropriate accommodations for their students. Students are now taught side-by-side with their classmates, and "the teacher can meet the needs of the student with disabilities" Sharp (2005, p.340).
In meeting the needs of the student, lesson plans for students with disabilities are adapted around the students' special needs. Today, thankfully, parents and teachers consistently work together to bring the most rewarding, and academically challenging education to students with special needs.
Smith, C., Trader, B., Wrestling, D.L. (2010). Use of restraints, seclusion, and aversive procedures on students with disabilities. Research & Practice for Persons with Severe Disabilities, 2010, vol. 35, no. 3, pp. 116-127. Retrieved 10/1/11 from EBSCO HOST database.
Great historical context on disabilities and requirements. Excellent resource!
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