During each historical epoch was only her peculiar attitude towards people with disabilities and to people something different from the majority. Everything depended on how disability is understood in society, as explained by its appearance and physical manifestations in life she had. Depending on the understanding also varied and the resources that are available to this category of citizens, including access to quality education. Education has always been considered the key to the development of society. Especially important is education for children with disabilities, because it is just a tool that helps these children to become independent and to participate fully in society. Special education in the US and legislation that ensures the implementation of the rights of citizens with disabilities, considered one of the best in the world. Formulation of the problem. Many countries are implementing best practices and principles of the United States special education at home.. It will also better understand the conditions and principles of creation of inclusive education in the US. Analysis of studies and publications. Research the history of special education for children with disabilities in the US has not found adequate coverage of modern scientific discourse, as noted by the researchers themselves. However, studies of this problem involved a large number of authors, including M. Vinzer, R. Osgood, C. Nielsen.
Already in the middle of the eighteenth century, special education programs have been implemented in many schools and shelters for sick people in the United States. Many prominent people of that time, including Samuel Hovea and Hervey Wilbur, advocated the rehabilitation and reintegration of the disabled into society. Among them was the Dorothea Dix, who promoted the improvement of conditions of treatment of people who were in shelters and almshouses. Basically, the philosophy of the period based on the assumption that such diseases such as mental retardation, can be cured (Nielsen, 2012). However, with the rapid industrialization of the United States in the late XIX - early XX century, changing goals and objectives of education. There is a growing need for qualified professionals ready to work immediately after training because the main task of educational institutions in this period is to ensure discipline and social order, as well as vocational training, which trained for work in the company. A large number of immigrants entering compulsory secondary education and industrialization of the economy affect the requirements that were set before the children for education. Increasing the number of children with different level of initial knowledge and different abilities led in the early 1900s to a broad discussion of the issue of efficiency of education (Nielsen, 2012). Many children are not "made it" in the curriculum. That is why educators of the time trying to find the reasons for the large number of "underachieving" in the curriculum of students who are in the second year. This issue was analyzed in the study Ayrsi Leonard, which was called "backward in our schools," published in 1909. In the late twentieth century in schools in large cities, special classes - (ungraded classes), where trained "underachieving" children, such as children with mild mental retardation, children with problem behavior and the children of immigrants who do not speak English (Ritter et al., 2008). Although initially in classes without assessments took place largely Americanization of immigrant children and teaching English, then they began to perform very different functions. Most classes were formed in the late nineteenth century, have failed. Failure to "cure" and "pull" to the level of children in schools, lack of adequate number of teachers of special education, lack of money, materials and textbooks - all had problems faced by special education system in the late twentieth century. Creating these classes helped teachers get rid of discipline offenders and children who undermined the success of the class, because it required a lot of attention (Ritter et al., 2008). Thus disobedient children or those who could not learn to pass out of the ordinary to special classes. Often in schools organized only one type class for children who have disabilities, mostly so that there is "studying" children with certain criteria do not fit into accepted norms of behavior in school. It should be noted that the majority of children in these classes were boys. Despite the existence of special classes, the level of attendance of children with special needs was low. As Margaret Vinzer is observed, "these children are often throwing school or had to throw it, and the problem of special children disappeared along with them." Over time, there is increasing differentiation of classes. Thus, in 1910 created classes "special English" for children of immigrants. This differentiation has helped to make training sessions more effective in meeting the educational needs of all categories of children studying in schools.
In 1894, the US Supreme Court decision in the case of "Plessy vs. Ferguson" was introduced the doctrine of "separate but equal." The doctrine legitimized segregation of African-Americans, including in schools. Most schools for African Americans provide less quality education. In addition, the movement for eugenics and tests of mental abilities in the early 1900s, which was aimed at cleaning the white race, has led to the fact that children of African-Americans and children of other ethnic groups were more likely than children of non sent to classes of special education. The first full-scale study of this problem was made only in the late sixties of the twentieth century. Lloyd Dunn (Winzer, 2009). It was found that about 60-80% of the children who attended the program for children with mental retardation were from families with low social status, such as African-American or Hispanic families, single parent families and so on (Ritter et al., 2008). The problem of excessive numbers of children from different ethnic groups in special classes remains unresolved in the US today. As for teachers in special classes, very often they are not properly trained to teach. In addition, they have low motivation, as well as receiving the same salary as teachers in regular classes, but they taught was considered as the most troubled children. In general, teaching in these classes are not considered prestigious and teachers tried every way to avoid it. Among children and teachers of such classes called "classes for mentally retarded" or "hard labor", which also showed their negative image in society (Nielsen, 2012). Quite a sudden increase in this group of problem children during the 1920-30 school years through the practice of mass testing, has caused concern in the community, together with other factors had a negative impact on the education of children with disabilities. Particularly severe consequences of testing was to educate children with mental retardation. In the late nineteenth century to the change scientific guidance of society changes and understanding the concept of disability. Thus, disability was considered incurable (Ritter et al., 2008). It should be noted that its appearance is linked to physiological factors, especially for mental retardation. Moreover, in a society rooted belief that people with intellectual disabilities involved in the spread of disease, poverty and crime. That is why the society had spread in every way to get rid of these "patients". In this vein, in the early twentieth century, gaining for the eugenics movement. Sir Francis Galton in 1869 published work "Hereditary Genius," which was based on the theories of Charles Darwin on the evolution of animals and humans. In this work, Francis Galton argued that human mental abilities may be hereditary (Nielsen, 2012). In 1883 it was introduced the term "eugenics", which means "the study of all the factors under the control of a person that can improve or worsen the quality of future generations races. This meant that for the best results and to prevent degeneration of desirable traits should be given control over the reproduction of people. About this time the United States had issued several popular scientific papers and books that raised the question of heredity and mental disability. The most influential among them Richard Louis Dugdale research and Arthur Easterbrook book "Family Juki: 1915" (1915) and Henry Goddard book "Family Kalikak: Research hereditary dementia" (1912), which told of the claim ' Five generations of the family to bring the heredity of mental retardation. These works have created conditions for the spread of the theory of eugenics. I
In 1910, eugenics records office was established to collect medical information of Americans. The research results were used for the implementation of the ban on marriage and forced sterilization of the mentally retarded and mentally ill people in order to prevent disease transmission to future generations. Thus, the first state where a law in 1896 banning marriage "epileptics, idiots and mentally," became Connecticut. A 1927 US Supreme Constitutional Court was declared lawful conduct forced sterilization of patients in institutions for the mentally ill. In 1944, already 30 states have adopted similar laws. Thus, by the mid-1960s were forcibly sterilized about 60 thousand people. It should also be noted that this has led to the fact that people with severe disabilities began to be placed in specialized institutions both for their own protection by society and to improve the gene pool of the society (Winzer, 2009). Therefore, the number of people who were in institutions, consistently growing. In such circumstances, education and rehabilitation of persons with severe disabilities who previously practiced in specialized institutions became impossible. Conclusions. Thus, the system of special education in the United States at the beginning of the XIX century is undergoing transformation period (Winzer, 2009). From the early 1900s until 1930 by changing conceptual understanding of the term "underachieving child" - from the one that arose because of inefficient education system, to later transformation into intellectually incapacitated person. Industrial development of society forms the education policy. There is a clear differentiation of children by their abilities, which in turn triggers the selection and formation of special classes for children with disabilities (Winzer, 2009). At the same time, changing attitudes to disability society promotes negative attitudes towards these children, which increases their social exclusion and closes access for certain groups to obtain a quality education. Further studies have scientific and practical value for the purpose of analyzing the educational services provided in schools for disabled children conversations in the early twentieth century, as well as identifying trends in special education the United States after the war.
References
Nielsen K., (2012). Disability History of the United States. ReVisioning American History: Beacon Press. p. 272
Ritter, S., Gibb, A., Rausch, M., Cuadrado, J., & Chung C., (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children. pp. 264–288.
Winzer. M. (2009). From Integration to Inclusion: A History of Special Education in the 20th Century: Gallaudet University Press. p. 284
