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SOCIOLOGY of EDUCATION

SOCIOLOGY of EDUCATION. SPECIAL 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

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SOCIOLOGY of EDUCATION

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  1. SOCIOLOGY of EDUCATION SPECIAL EDUCATION AND INEQUALITY: THE DEAF COMMUNITY-cultural practices & collective identity

  2. 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

  3. Special education-advocacy • By the 1960’s a framework had been established at state and local levels

  4. 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.”

  5. 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.

  6. 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.

  7. 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).

  8. 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?

  9. FIRST REFERENCES • OLD TESTAMENT • NEW TESTAMENT

  10. 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

  11. 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

  12. 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.

  13. College-Columbia Institution for the Deaf and Dumb • Amos Kendall • Edward Gallaudet

  14. 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

  15. Agency of the Deaf Community & EDUCATON • Deaf President Now

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