The Early Years: Prologue to Tomorrow

Abraham, Willard

doi:10.1177/001440297604200605

Cited by 2 publications

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“…Though other large school districts, especially in Ohio and Massachusetts, adopted the Chicago plan, by 1910 only about 4.5% of blind students in the United States were in day classes; this increased to about 10% by 1948, although where transportation to a central location was not feasible, itinerant specialists provided support for many children in regular classes (Abraham, 1972). Also, "sightsaving" classes for children with low vision were introduced in 1913 in Roxbury by Edward Allen and in Cleveland by Robert Irwin, who demonstrated that many children who were, like him, legally blind could read printed materials (Roberts, 1986).…”

Section: Special Day Class As Clustermentioning

confidence: 99%

Visions of the Special Class

Safford

1998

Remedial and Special Education

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Although the advent of public school special day classes for children with disabilities at the end of the 19th century and the beginning of the 20th marked a major shift in the service model, apparently in the direction of educational and societal inclusion, such classes had different meanings for different students. They reflected at least three different "visions," which can be understood by the metaphors cluster, clinic, and clearinghouse, though the last was not sustained for the students for whom it was intended, nor can it be today, The story of each may offer guidance for special educators today and in the future.

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Section: Special Day Class As Clustermentioning

confidence: 99%

Visions of the Special Class

Safford

1998

Remedial and Special Education

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Project KIDS: Infant Education for the Handicapped in an Urban Public School System

Turner

Rogers

1981

Journal of the Division for Early Childhood

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The Dallas Independent School District (DISD) provides for the delivery of services to handicapped students from birth to 6 years of age through the Project KIDS (Kindling Individual Development Systems) program. Currently in its fifth year, the program has served a heterogeneous population of 453 individual students in home, center, and school based settings. Based on the DISD experience, advantages to the Involvement of urban public school systems in actively serving this young population are identified and recommendations to potential program planners are offered including (a) begin on a small scale basis, (b) use existing organization structures, (c) include program evaluation and systematic data collection, and (d) expect the ecology of the child to impact the program.

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The Early Years: Prologue to Tomorrow

Cited by 2 publications

References 0 publications

Visions of the Special Class

Visions of the Special Class

Project KIDS: Infant Education for the Handicapped in an Urban Public School System

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