For "children who Vary from the Normal Type": Special Education in Boston, 1838-1930
In this perceptive study of the education of disabled children, Robert Osgood describes the grown of Boston and its schools as both typical and a national leader among urban centers during the nineteenth and early twentieth centuries. He closely examines the emergence of individual programs that catered to students formally identified as having special needs: intermediate schools and ungraded classes; three separate programs for students with disciplinary problems; the city's groundbreaking day school for deaf children; special classes for mentally retarded children; and other programs established between 1908 and 1913. Osgood describes these programs and their relations with each other, and also the rationales offered for their establishment and support. This detailed account graphically depicts how patterns of integration and segregation in special education shifted over time in Boston, and provides a foundation for continuing the present-day discussion of the politics and realities of inclusion.
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Education in Boston
Specialized Education Programs
or Special Needs 19081930
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32nd ARSBPS 33rd ARSBPS 45th ARSBPS administrators Alexander Graham Bell American Annual Report appendix ARBS ARSCB ASBPS Assistant Superintendent Augustine attendance blind Boston Public Schools Boston School Committee centers chil child city's common school curriculum day school deaf children deaf education dents educa Edwin Seaver efforts enrollment established Fitts Gallaudet University graded classes grammar schools h ARSBPS HMSD Horace Mann School immigrant individuals institutions instruction intellectual intelligence tests intermediate schools large numbers lipreading Massachusetts ment mental disabilities mental retardation Mentally Defective movement needs nineteenth century number of students Parental School Parker population Primary School Board Primary School Committee problems Proceedings Progressivism public school system pupils Rafter regarding Report of Assistant RPHMSD Samuel Gridley School Document school officials segregation social special class students special class teachers special education special education programs speech improvement students with disabilities teaching tion ungraded classes University Press Visible Speech