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SOCIOLOGY OF EDUCATIONSPECIAL EDUCATION AND INEQUALITY: THE DEAF COMMUNITY-cultural practices & collective identity
Special Education
The movement for an organized system of special education is often cited as beginning after WW2
Parent-organized groups (such as the American Association on Mental Deficiency, United Cerebral Palsy Association or the Muscular Dystrophy Association) using the discourse of the Civil Rights Movement advocated for increased school access
Special education-advocacy
By the 1960’s a framework had been established at state and local levels
Special education
Continued advocacy led to federal laws being created, such as:
the “Education for All Handicapped Children Act” (1975) –law designed to support states and localities in “protecting the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children and youths with disabilities and their families.”
THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT The Education for all Handicapped Children
Act proved to be the cornerstone of special education, requiring public schools to provide :
"free appropriate public education" to students with a wide range of disabilities, including “physical handicaps, mental retardation, speech, vision and language problems, emotional and behavioral problems, and other learning disorders.”
The law also stipulated that school districts provide schooling in the "least restrictive environment" possible.
IDEA
Before the “Education for all Handicapped Children Act”, many children with disabilities were denied access to public education altogether.
Today, this law is considered responsible for providing special education opportunities to more than 6.5 million children and 200,000 infants, toddlers, and families each year.
IDEA
After extensions of the law in 1983 and 1986, in 1990, services and eligibility were again expanded and the law was renamed the “Individuals with Disabilities Education Act” (IDEA).
Education & Deafness
Annette Lareau and John Ogbu discuss the “intersection of race and class in family life” and the idea of “collective identity” respectively.
How can these concepts be applied to the Deaf community?
FIRST REFERENCES
OLD TESTAMENT
NEW TESTAMENT
European Foundations/Cultural and Language Frames of Reference
Pierre Desloges Deaf Parisians-1779
Melchor De Yebra 16th Century-
notations of a hand alphabet
Juan Pablo Bonet-1620
Abbe Charles Michael de L'Épée-1st signs
Deaf Institutions in the U.S. & the foundations of a “Collective Identity”
Braidwood Academy Thomas Bolling and
Elizabeth Gray William Bolling and Mary
Randolph John Braidwood -1815
and 1817
Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons
Mason Cogswell Thomas Gallaudet –1815
Europe Laurent Clerc-Royal
Institution for the Deaf-1816 U.S.
College-Columbia Institution for the Deaf and Dumb
Amos Kendall Edward Gallaudet
Assault on Sign Language: ORALISM
Horace Mann –Boston Clarke Institution for Deaf Mutes
Alexander Graham Bell 1870-Visible Speech
EUGENICS/RACISM 1880’s Application of Wealth
Milan Congress 1880 meeting
Agency of the Deaf Community & EDUCATON
Deaf President Now