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Chapter 3 - Coggle Diagram
Chapter 3
Issues of the Twenty-First Century
Early twenty-first-century trends emphasize greater attention to the empirical and conceptual foundations of special education
While it may feel like we are entering an era of dramatic and sustained progress, history reminds us that many of today’s challenges are longstanding.
Perennial issues include:
Who should be served
How services should be delivered
Where students should be placed
Question: How can we apply current research in a way that genuinely advances practice without repeating past mistakes?
Early Identification and Prevention
Proactive strategies to identify at-risk students before behaviors escalate.
Reflection: Prevention is more effective than reactive discipline.
Education of Antisocial and Violent Students
Specialized programs exist to address extreme behaviors.
Connection: Highlights importance of functional behavioral assessment and individualized planning.
Comprehensive, Collaborative, Community-Based Services
Support requires cooperation between schools, families, and community agencies.
Reminder: Collaboration improves outcomes and reduces duplication of services.
Functional Behavioral Assessment (FBA)
Systematic process to understand behavior and plan interventions.
Connection: Links to behavioral models from Chapter 1 and early identification strategies.
Legal Developments and Issues
Education of All Handicapped Children Act
Foundation for federal special education policy.
Individuals with Disabilities Education Act (IDEA) 1990, Amendments 1997, Improvements 2004
Clarified rights, procedures, and service requirements.
Connection: These acts shaped the legal framework for supporting students with EBD.
No Child Left Behind Act of 2001 & Standards-Based Policies
Emphasis on accountability and academic outcomes for all students.
Reflection: Tension between standardized accountability and individualized support.
Trends in Legislation and Litigation – Past, Present, Future
Continuous evolution of laws to balance inclusion, safety, and academic progress.
Question: How will future policy shifts affect support for students with EBD?
Brief History of the Field
Nineteenth Century
Early focus on humane treatment of “insane” and “idiots,” emphasizing dignity, philanthropy, and public education.
Early recognition of environmental and temperamental factors in EBD, with interventions focusing on discipline, sensory stimulation, and instruction.
Mistreatment and neglect were common, but some children received comparatively better care.
Reflection: Even in the 1800s, educators and psychiatrists sought to understand causes of EBD, showing early concern for individual differences.
Early Twentieth Century – Establishment of Intervention Programs
Expansion of concern for children’s mental and physical health; first special education teacher training (1914) and compulsory education laws across states.
Emergence of school psychology, child guidance clinics, and child psychiatry; professional organizations like the Council for Exceptional Children formed.
Special classes mostly focused on mild intellectual disabilities; programs for students with EBD were rare and usually urban-based.
Connection: Early formal programs laid the groundwork for modern special education services.
Mid- to Late-Twentieth Century – Elaboration of Education Programs
Education of students with EBD became a specialized field; first books on teaching EBD published, systematic identification procedures developed.
Formation of Council for Children with Behavioral Disorders (1964) and federal support for personnel preparation (1963).
Development of conceptual models and effective interventions (e.g., Project Re-ED, applied behavior analysis/ABA).
Late-century trends emphasized integration with general education and the beginnings of inclusion movements.
Reminder: Historical developments highlight the shift from isolated, specialized programs to inclusive and evidence-based practices, though challenges remain.