Special Education

Historical Timeline
Stephanie Mora
EDU 203
Artifact #2
 Pioneers of Special Education

Jacob Rodrigues Philippe Pinel Jean- Marc Gaspard Thomas Hopkins Dorothea Lynde Dix
Samuel Gridley Louis Braille
Pereire (1715-1780) (1745-1826) Itard (1774-1838) Gallaudet (1787- 1851) (1802-1887)
Howe (1801-1876) (1809-1852)

Francis Galton Alexander Graham Bell Alfred Binet Maria Montessori Lewis Terman
Edouard Seguin
(1822-1911) (1847-1922) (1857-1911) (1870-1952) (1877-1956)
(1812-1911)
 Jacob Rodrigues
Pereire
(1715-1780)
Introduced the idea that people who were
deaf could be taught to communicate.
In 1746, a wealthy French family, the
d'Etavignys, hired Pereire to instruct their
son, and he taught the boy to
[communicate] through his method of
finger-spelling.
Developed an early form of sign language
called dactylology.
Philippe Pinel
(1745-1826)
French physician involved with the
humanitarian treatment of individuals with
mental illnesses.
He advocated releasing institutionalized
patients from chains.
When he was chief physician at the Paris
asylum for men, he unchained many
patients who had been restrained for 30
to 40 years.
He also pioneered the field of occupational
therapy.
 Jean-Marc Gaspard Itard
(1774-1838)
Known as the Father of Special Education.
The French physicians endeavor to
educate/civilize Victor, the so-called wild
boy of Aveyron was one of the earliest
documented attempts at providing a special
education.
He recognized the importance of sensory
stimulation.
He demonstrated that learning was possible
even for an individual describedas a
hopeless and incurable idiot.
Thomas Hopkins Gallaudet
(1787-1851)
Along with Laurent Clerc, a faculty
member at the Institut Royal des Sourds-
Muets in France, Gallaudet established the
the first school for the deaf in America in
1817.
Although it was initially called the
Connecticut Asylum for the Education and
Instruction of Deaf and Dumb Persons, it is
now known as the American School for the
Deaf.
Samuel Gridley Howe Dorothea Lynde Dix
(1801- 1876) (1802- 1887)

An American physician and educator who One of the first Americans to

successfully taught individuals with visual and
hearing impairments. advocate for a more humane
Most specifically, he taught the alphabet to Laura treatment of individuals with
Bridgman, a student who was blind and deaf.
mental illness.
He founded the first residential facility for the
blind, the New England Asylum for the Blind,
now known as the Perkins School for the Blind.
She instigated the establishment of
He helped inaugurate institutional care for
several institutions for individuals
children with intellectual disabilities. with mental disorders.
 Louis Braille
(1809- 1852)
A French educator, himself blind,
developed a six raised dot tactile system of
reading and writing for the blind known as
Standard English Braille.
He developed this system while a student at
the National Institute for Blind Youth in
Paris. His inspiration was the 12 raised dot
code invented by Charles Barbier.
Edouard Seguin
(1812-1880)
French physician responsible for developing
teaching methods for children with intellectual
disabilities.
His methodology was based on assessing the
students strengths and weaknesses and carefully
constructing a plan of sensorimotor exercises.
He is known as one of the earliest interventionists
because he realized the importance of early
education.
He helped establish an organization which was the
forerunner of the American Association on
Intellectual and Developmental Disabilities.
Francis Galton
(1822-1911)
A British scientist concerned with
individual differences.
After studying eminent persons and
through selective mating of marriage
partners, he came to the conclusion
that those with superior abilities
(geniuses) were born, not made.
Alexander Graham Bell
(1847-1922)
He was an advocate of educating
children with disabilities in public
schools.
He promoted the use of residual
hearing and developing the
speaking skills of the deaf.
 Alfred Binet
(1857-1911)
Along with Theodore Simon, the French
psychologist constructed the Binet-Simon
scale, the first standardized developmental
assessment scale capable of quantifying
intelligence.
The tests would reveal the students mental
age, a concept originated by Binet, because
they were constructed to represent the mental
milestones of a developing child.
The Binet-Simon scale was used to help
identify children with learning difficulties not
to classify the children based on ability.
Maria Montessori
(1870-1952)
She created pioneering work with young children and
youngsters with intellectual disabilities.
In 1990, she was appointed co-director of a new training
institute for special education teachers. She questioned the
prevailing methods of teaching children with intellectual and
developmental disabilities, and carefully observed and
experimented to learn which teaching methods worked best.
Because many of the children made unexpected gains, the
program was proclaimed a success.
She demonstrated that children can learn at a very early
age when surrounded with manipulative material in a
rich and stimulating environment.
She believed that children learn best by direct sensory
experience.
 Lewis Terman
An American educator and psychologist who, in 1916, revised and enlarged
the Binet-Simon scale and created the Stanford-Binet Scale of Intelligence.
This test is scored using the intelligence quotient(IQ), a notion developed by Terman,
which takes account of both chronological age and mental age so that the average
child of any age has an IQ of 100.
He is considered the grandfather of gifted education because of his lifelong
study of gifted students.
 16th Century
Mid 1500s
Pedro Ponce de Leon, a Spanish Benedictine monk, is believed to have been the first
person to develop a method for teaching the deaf because he succeeded in teaching deaf
pupils in Spain to speak, read, and write.
His first success story was that of Gaspard Burgos. A deaf man who, under Ponces
instruction, learned to speak and later wrote a number of books.
Although details of the methods Ponce used are unknown, it is believed that he traced
letters and indicated pronunciation with lip movements to introduce and develop speech
among his students.
 17th Century
1620 1648
Juan Pablo Bonet, a Spanish educator, published a John Bulwer an English author and
book called Reduccin de las letras y arte para ensear a
hablar a los mudos in which he talks about the earliest early educator of the deaf publishes
and most successful methods for educating the Philocopus.
deaf and improving their verbal and nonverbal
communication skills. Here he explores the use of lipreading
for deaf and mute persons, and makes
This includes the study of written words, teaching clear his interest in developing a learning
the phonetic values of letters, emphasizing the
correct positioning of the lips and tongue needed academy for the deaf.
for clear articulation, as well as the manual signs and
a finger alphabet.
 18th Century
1760 1778
Abbe Charles Michel De l'Epee, the
first French teacher of the deaf, sets up Samuel Heinicke, a German teacher opened
and personally funds the first public the first German public school for the
school for the deaf in France, the education of the deaf.
"Institution Nationale des sourds-muets He insisted that oralism and lipreading
de Paris. were the best training method.
Here he taught using a one-hand French He bitterly opposed dependence on sign
manual alphabet and a language of language.
conventional signs he developed by
observing and learning from a
rudimentary system of signs already
being used by the deaf people of Paris.
 18th Century
1784 1786-early 1800s

Valentin Hauy, known as the Roch-Ambroise Cucurron, Abbe Sicard taught

at a school for the deaf in Bordeaux from
father and apostle of the blind, 1786-89. Then succeeded Abb de lEpe in
Paris in 1789.
opened the National Institution of
Sicard concentrated on perfecting the manual
the Blind Youth, in Paris. system/silent method of instructing the deaf
that he had learned from de lEpee.
He wrote Cours d Instruction dun Sourd-
muet de Naissance Courses of Instruction for
the Deaf-Mute from Birth) in 1800 and
Thorie des Signes pour l'Instruction des
Sourds-muets (Theory of Signs for the
Instruction of Deaf-Mutes) in 1808
 19th Century
1807 1829 1848 1869 1876
Jean-Marc Gaspard Samuel Gridley Dorothea Lynde First public Edouard Seguin
Itard, a French physician Howe Dix calls school class helps organize the
publishes The Wild Boy of establishes the first professional
attention to the for children
Aveyron, in which he association
New England shocking with hearing concerned with
retales his 5 year journey
Asylum for the conditions of impairments intellectual
of attempting to
educate/civilize Victor. Blind. American opens in disability, a
asylums and Boston. predecessor of
Raised
hope/possibilities for prisons. todays American
educating people with Association on
mental and emotional Intellectual and
disabilities. Developmental
Disability.
 19th
Mid 1800s
In American, several institutions
were established to benefit citizens
with disabilities.
They provided protective care and
management instead of treatment
and education.
At first, they were supported by
benefactors and philanthropists,
and later by some states.
Century
Mid -Late 1800s
In America, residential institutions were
established.
There goal was to train and educate people with
disabilities in a protective, lifelong environment.
Later, there mission changed from training to custodial
care and isolation.
They started deteriorating in the early 1900s due to
lack of funding and overcrowding.
During the second half of the 19th century,
special education classes began appearing in public
schools at a time in which education was a
privilege not a right for students.
Most, if not all, classrooms were self-contained.
 19th Century
1897 1898
National Education Association Elizabeth Farell, later to become
astablishes a section for teachers of the first president of the Council
children with disabilities. for Exceptional Children, begins a
program for backwards or slow
learning children in New York
City.
 20th Century

1904 1916 1920 1922 1950

Vineland The Teachers College, Organization National
that later Association for
Training School Stanford- College University,
would become Retarded
in New Jersey begins a training
Binet scale program for teachers
the Council of Children is
inaugurates Exceptional
training
of of of pupils who are Children is
Founded (known
as The Arc of
programs for Intelligence gifted. founded in
the United
NYC.
teachers of was States)
students with developed.
intellectual
disability
 20th Century

1953 1954 1963 1972 .

1973
National Brown v. Board of Association for Mills v. Board of Section 504 is
Association Education of Children with Education, the first public
for Gifted Topeka, Kansas. Learning District of law specifically
Children is The ruling is a Disabilities Columbia aimed at
founded. predecessor for (forerunner to The constitutional protecting
arguing that Learning right of children individuals with
children with Disabilities with disabilities
disabilities cannot Association of exceptionalities to against
be excluded from a America) is receive a public discrimination.
public education. organized. education
regardless of their
functional level is
established.

1975
The passing of the
Education of All
Handicapped Children
Act otherwise known
as IDEA ensures a
free and appropriate
education for all
children with
disabilities, in the least
restrictive environment
with an IEP as well a
parental protections
and involvement.
20th Century
1986 1990 1992
The Education of the Oberti v. Board of
Handicapped Act Americans with Disabilities Act Education of Borough
Amendments of 1986 becomes law and prohibits of Clementon School
mandate a special discrimination of the basis of District
education for disability. Determined that
preschoolers with Individuals with Disabilities exclusion from the
disabilities and gives Education Act (IDEA/PL 101- general classroom
incentives for 476) is passed and emphasizes necessitates justification
providing early transition planning for and documentation.
intervention services adolescents with disabilities. Establishes a clear
to infants and judicial preference for
toddlers. educational integration
 20th Century

1997 1999
IDEA is Cedar Rapids community
reauthorized (PL School District v. Garret F.
105-17) and it The U.S. Supreme Court
provides a major expands and clarifies the
retooling and concept of related services
expansion of
services for
students with
disabilities and
families.
 21st Century

2001 2004 2008

No Child Left Behind Individuals with Disabilities Education The American
Act of 2001 (PL 107- Improvement Act of 2004 (PL 108- Disabilities Act
110) is enacted. 446) is passed. Amendments of 2008
This is a major This aligns the IDEA legislation are enacted
educational reform with the provisions of No Child They expand the
effort that focuses Left Behind Act statutory
on academic It modifies the IEP process and interpretation of
achievement of includes changes to that affect disability while
students and school discipline, due process, affording
qualifications of and the evaluation of students individuals with
teachers. with disabilities. disabilities greater
protections.
 References
Alfred Binet. (n.d.)Retrieved from https://www.famousscientists.org/alfred-binet/

Biography of Jacob-Rodrigues Pereira. (n.d.). Retrieved from http://history-computer.com/People/PereireBio.html

Gargiulo, Richard M. (2015) Special education in contemporary society. Thousand Oaks, California: SAGE Publications, Inc.

John Bulwer. ( December 5, 2016). In Encyclopaedia Britannica online. Retrieved from https://www.britannica.com/biography/John-Bulwer

Juan Pablo Bonet. (November 1, 2010). In Encyclopaedia Britannica online. Retrieved from https://www.britannica.com/biography/Juan-
Pablo-Bonet

Lewis Terman. (November 18, 2014). In Encyclopaedia Britannica online. Retrieved from https://www.britannica.com/biography/Lewis-
Terman

Louis Braille Biography. (December 22, 2015). Retrieved from https://www.biography.com/people/louis-braille-9224001?_escaped_fragment_=

Maria Montessori Biography (2017). Retrieved from http://amshq.org/Montessori-Education/History-of-Montessori-Education/Biography-of-

Maria-Montessori/

Pedro Ponce de Leon. ( Janueary 12, 2015). In Encyclopaedia Britannica online. Retrieved from
https://www.britannica.com/biography/Pedro-Ponce-de-Leon

Philippe Pinel. (October 16, 2014). In Encyclopaedia Britannica online. Retrieved from https://www.britannica.com/biography/Philippe-Pinel
Special Education. (April, 25,2013). In Encyclopaedia Britannica online. Retrived from htpps://www. Britannica.com/
topic/special-education

Samuel Gridley Howe. ( April 11, 2017). In Encyclopaedia Britannica online. Retrieved from
https://www.britannica.com/biography/Samuel-Gridley-Howe

Samuel Heinicke. ( June 9, 2006). In Encyclopaedia Britannica online. Retrieved from

https://www.britannica.com/biography/Samuel-Heinicke

Sir Francis Galton. ( January 25, 2017). In Encyclopaedia Britannica online. Retrieved from
https://www.britannica.com/biography/Francis-Galton

The Abbe Charles Michel de lEppe. (n.d.). Retrived from https://giving.gallaudet.edu/hof/pastinductees/the-abbe-charles-

michel-de-lepee

The Abbe Roch Ambroise Sicard. (n.d.). Retrieved from https://giving.gallaudet.edu/HOF/pastinductees/abbe-sicard

Thomas Hopkins Gallaudet. Retrieved from http://www.gallaudet.edu/about/history-and- traditions/thomas- hopkins-

Gallaudet