Part 1) Create a timeline of the history of special education from the late 1800s to the current year. Include 10-12 major events, laws, and court cases that, in your opinion, have influenced special education. Provide a 25-50 word description of each factor in the timeline and a rationale for your selection.
Part 2) Summarize the changes in special education portrayed in the timeline. Emphasize the two key special education laws, the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA). Discuss how each has influenced the inclusion of individuals with disabilities in the educational setting.
In addition, reflect upon how knowledge of special education history will affect ethical decisions in your future professional practice.
Before 1800, people with disabilities were not considered to be complete humans and were treated accordingly (Carey, 2009). Intellect was the foundation of human existence and philosophers believed that individuals with disabilities did not possess intellect; therefore, their humanity was reduced and devalued (Brockett, 1858). People with disabilities were often exploited in various ways, including and abandonment in orphanages; exclusion from everyday life; display as attractions for public entertainment in circuses and sideshows; expulsion from society; and even execution in certain cases (Spaulding & Pratt, 2015). By the 1800s, medical and scientific advancement began to spark interest in the rights of persons with disabilities. Philosophers and law makers began to explore ideas for treating and educating people with disabilities (Spaulding & Pratt, 2015). The first efforts made to educate individuals with disabilities occurred at the Connecticut Asylum led by Thomas Hoskins Gallaudet and Laurent Clerc. Court cases during this contemporary era of reform shaped the way students with disabilities were treated in schools. According to Gollnick and Chin (2013), the most influential court case in education was Brown v. Board of Education of Topeka (1954).
Firstly, Vittola argues after a war, it is the responsibility of the leader to judge what to do with the enemy (Begby et al (2006b), Page 332).. Again, proportionality is emphasised. For example, the Versailles treaty imposed after the First World War is questionably too harsh, as it was not all Germany’s fault for the war. This is supported by Frowe, who expresses two views in jus post bellum: Minimalism and Maximalism, which are very differing views. Minimalists suggest a more lenient approach while maximalist, supporting the above example, provides a harsher approach, punishing the enemy both economically and politically (Frowe (2010), Page 208). At the last instance, however, the aim of war is to establish peace security, so whatever needs to be done can be morally justified, if it follows the rules of jus ad bellum.
In conclusion, just war theory is very contestable and can argue in different ways. However, the establishment of a just peace is crucial, making all war type situation to have different ways of approaching (Frowe (2010), Page 227). Nevertheless, the just war theory comprises of jus ad bellum, jus in bello and jus post bellum, and it can be either morally controversial or justifiable depending on the proportionality of the circumstance. Therefore, there cannot be one definitive theory of the just war but only a theoretical guide to show how wars should be fought, showing normativity in its account, which answers the question to what a just war theory is.