First permanent school for students with disabilities in the US.

Big Idea-Students with disabilities can learn in formal settings!

Originally known as "Connecticut Asylum for the Education of Deaf and Dumb Persons"

Segregation is unconstitutional! Focused on race, but laid the groundwork for students with disabilities ensuring equal access to education.

Plus procedural safeguards for students and parents, AND Child Find Responsibilities.

Kitty went on to focus on transportation for disabled people and organized Disabled People Civil Rights Day in October 1979. But she didn't stop there...she also worked with the World Institute on Disability, and by the end of her career she was the development coordinator for the Disability Rights Education and Defense Fund (DREDF).

(Ohh, and she also lived her life as an out lesbian, and adopted her son from Mexico. Can you imagine the discrimination she faced as a disabled lesbian in the 70's?! AND adoption?! I want to be friends with Kitty. She was fearless!)

NCIL believes people with disabilities should have the right to decide how they live and work because THEY are the best experts on their own needs. Ed Roberts

First student with severe disabilities to attend UC Berkeley, and a key player in the disability right movement and independent living.

Polio, an iron lung, and a respirator couldn't slow him down.

Ed's philosophy was that people with disabilities should not be institutionalized, they should be in control of their own lives and living situations. It's no surprise that he became the head of the first Council for Independent Living (CIL) in Berkeley. These centers empowered people with disabilities and provided them with community and support.

The Independent Living Movement, and Ed, didn't see disability as a medical condition but rather a societal condition and the CILs confirmed that idea. Today there are hundreds of centers all over the world.

Ed then went on then went on to co-found the World Institute on Disability in 1983 with Judy Heumann--the first global disability rights organization founded and led by people with disabilities and dedicating to advancing rights and opportunities for people with disabilities.

Ed's dedication and advocacy paved the way for disability rights legislation including the Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act of 1990

While rallies and protests were happening all over the country-as a response to the government failing to implement Section 504-San Francisco activists took it to another level. For 28 days, more than 120 people with disabilities occupied the Health, Education, and Welfare Building and refused to leave until their demands were met-sign AND implement Section 504 of The Rehabilitation Act. These protests spread all the way to Washington DC and put pressure on officials until their demands were met.

This sit-in protest was organized by a group of disability rights activists and paved the way for The Americans with Disabilities Act.

Lomax was not only a key activist in leading the 504 sit-ins but his connection with the Black Panther Party lead to a collaboration with disability rights protesters that provided them with food and supplies during the 28 day protest-without which, the protest may not have been a success.

Plus, schools must provide "reasonable accommodations" to ensure an accessible and inclusive learning environment.

IDEA is the primary federal law that guides special education in the United States.

"Handicapped" becomes "disabled".

Transition services begin at the age of 16.

Autism and traumatic brain injuries are added to the list of accepted disability categories

1997 Reauthorization-Focus is on meaningful education for students with disabilities, not just access.

Students with disabilities should be taught in general education classrooms, and they cannot be excluded without justification.

Flexibility in discipline-even if a student is temporarily removed due to serious behavioral issues, services for the student are still required.

Increases parent involvement in educational planning and decision making.

IEPs-Benchmarks and annual goals for the students must be included. A general education teacher must be included as part of the IEP team, promoting collaboration between special educators and general educators. Parents are also part of the IEP team and they are involved in educational planning and decision making. The student's need for assistive technology is a required consideration for the IEP team.

Mediation services are offered by the State to resolve disputes between parents and schools.

Transition planning begins at age 14.

Students with disabilities are included in state and district assessments.

These amendments created a pivotal shift for how education was approached for students with disabilities.

2004 Reauthorization-Renamed Individuals with Disabilities Education Improvement Act of 2004

Aligned with IDEA and No Child Left Behind Act, the focus is accountability and assessment requirements.

Special Education teachers must be "highly qualified".

Academic progress of students with disabilities is tracked to make sure they're achieved academic progress, plus...assessments and data collection are required for students to hold schools accountable.

IEPs must use research based instruction.

Emphasis on Early Intervention for toddlers and and infants.

RTI (response to intervention)-allows for earlier intervention.

Transition Planning Requirements-all students with IEPs are required to go through this process to prepare them for the transition from school to post-school activities.

Transition planning starts before the age of 16, and is based on the student's strengths, interests, and preferences.

Summary of Performance (SOP)-a summary of student performance that includes that is reviewed at the student's final transition meeting. The SOP also includes transition needs for the student and recommendations on how to help them achieve their secondary goals.

The main Federal law for ALL K-12 students. Regardless of disability, all students must be taught to high standards, and...all students are general education students first!

Unlike NCLB, states can develop their own accountability system for assessing students academically as well as plans for improvement.

A fifth factor, that's not academic, can also be included into evaluating school quality.

The use of evidence-based interventions is encouraged to improve schools.

During state testing, any student with a 504 Plan or IEP Plan must be provided with accommodations.

Annual report cards are provided to families with information about the schools performance allowing for more parent involvement, and holding the state accountable.

Schools must address the needs of students at risk, including those with disabilities, by implementing evidence-based interventions to help them meet State standards.

Universal Design for Learning (UDL)- a research based approach that increases access, promotes engagement, and supports the needs of all students.

Two main purposes of Section 504:

1) Prohibits discrimination against people with disabilities in any program that receives federal funding-libraries, school, housing, etc.

2)People with disabilities must receive reasonable accommodations and equal access to educational opportunities.

A 504 Plan is written for students with disabilities to remove barriers and meet their needs.

Accommodations are NOT the same as modifications! Students on a 504 Plan don't need special education services-only an IEP can provide those modification.

A disability under Section 504 is defined as a physical or mental impairment that greatly limits a major life activity of a person-a pretty broad definition.

And it only took four years, and 120 people with disabilities who protested relentlessly for 28 days to get the signed legislature enforced (insert massive eye roll, and a big eye roll).

This project is deeply personal to me—as both a mother and a future ESE teacher. Learning about the people, events, and laws that shaped special education has reminded me how far we’ve come, and how many families had to fight for the rights my children have today.

Through this Padlet, I’ve explored the history, key moments, influential individuals, laws, and organizations that changed the way our country views disability, equity, and inclusion. Understanding these roots isn’t just history—it’s a reminder of why advocacy, awareness, and compassion matter in every classroom. My hope is that as you explore, you will see how these milestones connect to the classrooms we teach in today and be inspired to continue the advocacy that began long before us.

For me, this work is personal. It’s about my own children and every student who deserves to be seen, supported, and celebrated. Understanding where special education began helps me see where I want to go as a teacher—to keep building classrooms that honor every child’s strengths and humanity.

"Change never happens at the pace we think it should. It

happens because people make it happen."

-Judith Heumann

Her words remind me that real change begins in the everyday choices we make-as a mom, a teacher, and an advocate for every child's right to belong.