The time period ranging between 1875-1890 was the era, which gave birth to the roots of segregation as disability in this phase and even before this was considered a genetic disease, uncured. Disabled people were considered as a curse for the society, due to which they were entirely segregated and kept in special schools and day care centres, where they used to receive little formal education keeping in view that such students were discarded by the society, they were not even provided with jobs…
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This Act where on one hand was responsible to bring attention to all disabled students to consider them as part and parcel of the society, on the other it raised several difficulties for teachers and mentors to educate the disabled students on the same level as they teach other students. This was a new concept which provided a reason for teachers to adopt a new perception of 'segregation' among their students, as they felt the difficulties while educating disabled and non disabled under one roof were difficult to confront. So, 'disability' was the main obstruction for teachers in providing access to mainstream education to physically impaired people.
The era of 1890s appeared as a hope in the history of British Education for disabled students as the then psychologists and scholars after going through various research work turned out to be successful in finding out that genes has nothing to do with disability. The research work was proved by several IQ theories (IQ Fatalism) presented in early nineteenth century by Simon and Binet. It was due to this IQ model that became the ground for the 1944 Educational Act (also known as Butler Act), which provided a cornerstone for the basic education of disabled students. The concept of ability, age and aptitude was developed after this Act and it was the beginning of a new concept that gave rise to several categories developed to identify disabled education. Eleven physical impairments were identified and fitted into all the categories.
In 1985, Warnock distinguished between different forms of integration: locational, when children with special educational needs share a site with mainstream pupils; social, when they also share social out-of-class activities; and functional, when they join in at least some mainstream lessons. (Beveridge, 2004, p. 23) It was tried by the social welfare system and workers to keep this model aloof from other narrow integration involvements, so that pessimistic approach should be avoided and discouraged but the model could not be remained aloof as it converted into a step-by-step progression, where children who could demonstrate their suitability might gradually moved towards full involvement in mainstream provision. The emphasis instead of on quality education was placed on the fact where education took place. Further, there was little recognition that, if integration was to be successful, this had implications for mainstream approaches for all pupils: instead the responsibility was placed on individual children with special educational needs to 'fit in' to existing school structures that had not been designed with their needs in mind. (Beveridge, 2004, p. 25)
SENDA Act 2001 is the recent development in impaired education according to which it is illegal and immoral to treat a disabled child differently from that of a non-disabled child. The student is taught by the regular classroom teacher, who is supported as
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