Ch. 1 (History)

The establishment of institutions for controlling persons with disabilities in order to protect the community was a direct result of...

• 1962 President's Panel on Mental Retardation report.

• Seymour Sarason's 1965 foreword to Christmas in Purgatory.

• Dr. Samuel Howe's establishment of the first state school in the U.S. for the education of persons with mental retardation in 1848.

• Geraldo Rivera's 1972 published exposé Willowbrook documenting the conditions in institutions for persons with mental retardation.

Normalization includes:

• The right of an individual to be valued and different.

• The right of an individual to a life with dignity.

• The right of an individual's life to be more like those of persons not residing in institutions.

• Overcrowded institutions.

Which of the following two case law decisions known as "Right to Treatment" provided the cornerstone of least restrictive environment?

• Halderman v. Pennhurst State School (1979) and Hospital and Wyatt v. Stickney (1971)

• Brown v. Board of Education (1954) and Hobson v. Hansen (1967)

• Diana v. State Board of Education (1970) and PARC v. Commonwealth of Pennsylvania (1972)

• Mills v. Board of Education (1972) and Larry P. v. Riles (1972, 1974, 1979, 1984)

The most important case in the development of legislation and litigation in the field of special education is:

• Diana v. State Board of Education

• Brown v. Board of Education of Topeka

• Larry P. v. Riles

• Hobson v. Hansen

Brown v. Board of Education of Topeka, Kansas (1954)

• The end of "separate but equal" schools.

• Students of minority groups could not be placed in special education classes until non-biased assessments had been developed.

• Based on two basic tenets of the U.S. Constitution: equal protection and due process.

• Extended the right for special education guaranteed in PARC to all children with disabilities and reinforced the right to a free public education.

• Discontinuation of "tracking systems" that that mislabeled students segregating them into curriculum significantly different from students in the mainstream of the school.

Hobson v. Hansen (1967)

• The end of "separate but equal" schools.

• Students of minority groups could not be placed in special education classes until non-biased assessments had been developed.

• Based on two basic tenets of the U.S. Constitution: equal protection and due process.

• Extended the right for special education guaranteed in PARC to all children with disabilities and reinforced the right to a free public education.

• Discontinuation of "tracking systems" that that mislabeled students segregating them into curriculum significantly different from students in the mainstream of the school.

PARC v. Commonwealth of Pennsylvania (1972)

• The end of "separate but equal" schools.

• Students of minority groups could not be placed in special education classes until non-biased assessments had been developed.

• Based on two basic tenets of the U.S. Constitution: equal protection and due process.

• Extended the right for special education guaranteed in PARC to all children with disabilities and reinforced the right to a free public education.

• Discontinuation of "tracking systems" that that mislabeled students segregating them into curriculum significantly different from students in the mainstream of the school.

Mills v. Board of Education of the District of Columbia (1972)

• Ensured "non-biased" testing.

• Students of minority groups could not be placed in special education classes until non-biased assessments had been developed.

• Based on two basic tenets of the U.S. Constitution: equal protection and due process.

• Extended the right for special education guaranteed in PARC to all children with disabilities and reinforced the right to a free public education.

• Discontinuation of "tracking systems" that that mislabeled students segregating them into curriculum significantly different from students in the mainstream of the school.

Diana v. State Board of Education (1970)

• Ensured "non-biased" testing.

• Students of minority groups could not be placed in special education classes until non-biased assessments had been developed.

• Based on two basic tenets of the U.S. Constitution: equal protection and due process.

• Extended the right for special education guaranteed in PARC to all children with disabilities and reinforced the right to a free public education.

• Discontinuation of "tracking systems" that that mislabeled students segregating them into curriculum significantly different from students in the mainstream of the school.

Larry P. v. Riles (1972, 1974, 1979, 1984)

• Ensured "non-biased" testing.

• Students of minority groups could not be placed in special education classes until non-biased assessments had been developed.

• Based on two basic tenets of the U.S. Constitution: equal protection and due process.

• Extended the right for special education guaranteed in PARC to all children with disabilities and reinforced the right to a free public education.

• Discontinuation of "tracking systems" that that mislabeled students segregating them into curriculum significantly different from students in the mainstream of the school.