Special Education, Philosophy and Models of

Origins of Special Education Philosophies

In order to understand the status quo of special education where deaf students are concerned, a brief snapshot of the historical underpinnings of special education is necessary. In the early 19th century, serving “disabled” students was a task taken upon largely by clergy and those stewards of philanthropy. Although not formally termed “Special Education,” there was a growing need to serve or rather–rescue–those children who were deemed a social liability by mainstream society. Thomas Hopkins Gallaudet’s mission to serve deaf children was essentially rooted in a missionary context. In essence, the purpose of philanthropy and missionaires worked hand in hand to purportedly “save” a morally bereft population that not only included deaf children but also blind and physically disabled children.

[Page 921]In the wake of “child saving,” such actions began to turn consumers into producers, joining Horace Mann’s vision of the Common School. The Common School was essentially a state vehicle in which the expected and desired result was to create conformity in attitudes, thoughts, and behavior. This model however, had little tolerance for those students who were deemed intellectually inferior, disruptive, non-conformists, or “difficult”. In essence, the model of the common school effectively excluded students with disabilities.

The early 20th century brought with it compulsory attendance laws, which meant schools could no longer simply ignore students with disabilities. By 1927, the United States had 218 cities with “special” or “ungraded” classes for approximately 52,000 children. At this time, the medical model prevailed, which was sharply influenced by religious and moral perspectives of the time. Medical models assumed an automatic quantitative and qualitative difference between “normal” and “abnormal.” As such, students were classified according to medical perspectives with the goal of rehabilitation and conformity. During this time, segregated classrooms took hold as a prevailing model of special education. The overarching goal was not necessarily to provide a tailored educational experience, but to remove the deviants from classrooms where they would not pose a threat to the mainstream educational program.

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