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History of Transition

History of Transition. Parts I & II. 1. Early 1800s: Onset of Disability Mid- 1800s: Civil War Era Late- 1800s: Victorian Era. 1800s. Part. I. Part I. Early 1800s- Social climate Onset of disability awareness New England Asylums Served the blind and severely disabled

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History of Transition

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  1. History of Transition Parts I & II 1

  2. Early 1800s: Onset of DisabilityMid- 1800s: Civil War Era Late-1800s: Victorian Era 1800s Part I

  3. Part I Early 1800s- Social climate Onset of disability awareness • New England Asylums • Served the blind and severely disabled • Provided food and shelter • Unchanged educational or functional level • Intended on providing humane living conditions

  4. Part I 1817 -The Asylum For The Deaf And Dumb 1821 American Asylum 1856 -The Asylum For The Deaf And Dumb Hartford, Connecticut http://www.disabilitymuseum.org/ Later Asylums developed in the U.S. 4

  5. Part I Mid 1800s- Civil War Era Concerned for human rights Injured war veterans more positive treatment for people with disabilities 1870 Civil War Amputees, Armory Square Hospital, Washington, D.C.

  6. Part I Late 1800s- Victorian Era Negative change in social climate Focus was on crime and immorality People with disabilities or “mental incompetence” were blamed for crime and immorality in society (shift from providing humane conditions)

  7. Part I Late 1800’s- Victorian Era, cont.’ Values were scrutinized Acceptance of Social Darwinism Case studies suggested genetic cause for mental deficiencyand the consequences to society Emergence of research on heredity Disability was caused by heredity Disability was a punishment for behavior Concerns of procreation resulted in segregation and sterilization of people with disabilities “These immoral people!”

  8. 1900s-1950sEducational ClimateWorld War I & II EraLegislationResearchers Part II

  9. Part II 1900s- 1950s Educational Climate-early 1900s Two Principles emerged in public education Principle of opportunity Freedom to be enrolled in any class Principle of proof Must meet standards/qualitative expectation on behavior

  10. Part II 1900s- 1950s Educational Climate-early 1900s Principle of proof Led to units of credit (Carnegie Foundation for the Advancement of Teaching) High schools followed suit Most students with disabilities could not meet standards and earn credits

  11. Part II 1900s- 1950s What are more recent examples of the Principle of proof?

  12. Part II 1900s- 1950s WWI Era- 1914-1918 Shift in social attitude Like after Civil War, disabled war veterans became visible to public Hereditary theory was disputed Social Darwinism began to fad IQ testing identified “normal” vs “abnormal”

  13. Part II 1900s- 1950s WWII Era Development of advocacy agencies 1949-United Cerebral Palsy Early 1950s Division of Vocational Rehabilitation (DVR) 1950-National Association for Retarded Children (NARC) Special Class Movement Self-contained classes School placements grew Equal opportunity did not mean equal.

  14. Visual Timeline See notes for timeline

  15. Part II 1900s- 1950s Early Legislation Influence on Transition President Woodrow Wilson 28th President • 1917: Smith-Hughes Act • WWI disabled veterans • Provided rehabilitation • Provided funding to develop vocational education programs • focus on agriculture, trades, home economics, and industries • Benefited at risk and undiagnosed students before special education law

  16. Part II Early 1900s Early Legislation influence on Transition World War I Soldiers recover at Walter Reed Army Medical Hospital in Washington, DC http://www1.va.gov/opa/feature/history/history2.asp • 1918: Smith-Sears Act • Vocational training for WWI veterans • 1920: Smith-Fess Act • First Voc. Rehab program • Vocational training for government workers injured during employment

  17. Part II 1900s- 1950s Early Legislation Influence on Transition Man fixing a radio 1940s http://www.rsc.ohio.gov/history_vr.asp • 1943: Barden-Lafollete Act • Vocational training and retraining to civilians other than government workers • 1954: Vocational Rehabilitation Amendments • Funding • Expansion of programs, research, & training

  18. Part II 1900s- 1950s Researchers John Duncun- 1940s 1943“The Education of the Ordinary Child” Performance IQ was higher than Verbal IQ Children needed more concrete task Developed systematic program of training Analyzed jobs in community first Developed curriculum to match job description • Duncan Schools in England • Residential facility • Some students without disabilities • (at risk youth)

  19. Part II Early 1900s- mid 1900s Researcher Richard Hungerford- 1940s Director of Bureau for Children with Retarded Mental Development Earliest writings of secondary programs (Hungerford, R.H.1941,1946) Published “Occupational Education”1943 Demonstrate progress based on hierarchy Step-by-step instructions for teaching skills Needle trade Service occupation Light industry The Richard H.Hungerford School

  20. Part II Early 1900s- mid 1900s Researchers 1958- Oliver Kolstoe and Roger Frey Series of studies on young men with MR Collected data on work performance Compared extensive data on personal academic and social skills Included behaviors, knowledge and attitude Incorporated these attributes into work-preparation curriculum Published book: A High School Work Study Program for Mentally Subnormal Students

  21. Part II Early 1900s- mid 1900s More on Oliver Kolstoe Authored over 40 books 70’s-80’s got into life skills curriculum 1969-appointed to the National Advisory Committee on Vocational Education (NACVE) From NACVE emerged the concept of career Education ( Kolstoe,1996). Met with CEC to form DCDT Worked with Don Brolin (chair of DCD)

  22. Parts I and II Onset of disabilities- 1950s Discussion Question 1) Identify one or two events and/or people that you feel have been most important in shaping the early practices of transition through the 1950’s? Explain why?

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