intercultural

Despite similar dialogues of equality and merit, dis/ability paradigms, and citizenship rights, German and American special education systems diverged considerably, and increasingly, over the twentieth century. Resisting reforms, Germany maintains ten segregated special school types; less than 10% of disabled students attend general schools. By contrast, 95% of all disabled students in the United States attend general schools, but spend part of their school day separated from their peers in general education classrooms
Special education in the United States began after World War II, when a number of parent-organized advocacy group surfaced. One of the first conventions was the American Association on Mental Deficiency, which held its first convention in 1947. By the early 1950’s fueled by the Civil Rights Movement, a number of other parent organizations were formed, including the United Cerebral Palsy Association, the Muscular Dystrophy Association, and John F. Kennedy’s Panel on Mental Retardation. In the 1960s, parents of children with disabilities fought for free appropriate public education for their kids. During the 1960’s, an increasing level of school access was established for children with disabilities at the state and local levels. Two landmark federal court decisions in the early 1970s established that states and local school districts are responsible for educating children with disabilities under the Equal Protection Clause of the 14th Amendment (Bien and Bivins). The Congressional approval of the “Education for All Handicapped Children Act” (PL 94-142) on November 29, 1975 (Protigal). This law was intended to support states and localities in protection the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children and youths with disabilities and their families. After the adoption of enabling regulations, PL 94-142 went effective in October 1977, becoming the legislative foundation for federal funding of