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What is the oldest source that people knew for sure what makes a woman pregnant?
For such a source I understand that that the author knew what a man and a woman did 9 months before giving birth and that this act was the direct reason for a child. It is enough it is said "they slept together". Pornography would be accepted, if the connection between the act and insemination is said. It is not acceptable if child was some "divine gift", "blessing of Zeus" etc.
I think it would be very old as shepherds would know how to make their herds larger.
The oldest I could find is a Holy Bible, in Genesis Chapter 4 verse 1 and then 17:
And Adam knew Eve his wife; and she conceived, and bare Cain, and said, I have gotten a man from the LORD. (… ) And Cain knew his wife; and she conceived, and bare Enoch (… )
If somebody could explain if "knew his wife" means "had a sexual relationship with her". If not, we can go further (Chapter 6 verse 4):
There were giants in the earth in those days; and also after that, when the sons of God came in unto the daughters of men, and they bare children to them, the same became mighty men which were of old, men of renown.
And Lot went up out of Zoar, and dwelt in the mountain, and his two daughters with him; for he feared to dwell in Zoar: and he dwelt in a cave, he and his two daughters. And the firstborn said unto the younger, "Our father is old, and there is not a man in the earth to come in unto us after the manner of all the earth: Come, let us make our father drink wine, and we will lie with him, that we may preserve seed of our father." And they made their father drink wine that night: and the firstborn went in, and lay with her father; and he perceived not when she lay down, nor when she arose. And it came to pass on the morrow, that the firstborn said unto the younger, "Behold, I lay yesternight with my father: let us make him drink wine this night also; and go thou in, and lie with him, that we may preserve seed of our father." And they made their father drink wine that night also: and the younger arose, and lay with him; and he perceived not when she lay down, nor when she arose. Thus were both the daughters of Lot with child by their father. And the firstborn bare a son, and called his name Moab: the same is the father of the Moabites unto this day. And the younger, she also bare a son, and called his name Benammi: the same is the father of the children of Ammon unto this day.
The Wikipedia says that the Book of Genesis is ca. 6-5 century BC:
This leaves the question of when these works were created. Scholars in the first half of the 20th century came to the conclusion that the Yahwist was produced in the monarchic period, specifically at the court of Solomon, and the Priestly work in the middle of the 5th century BC (the author was even identified as Ezra), but more recent thinking is that the Yahwist was written either just before or during the Babylonian exile of the 6th century, and the Priestly final edition was made late in the Exilic period or soon after.
Are there any other, older sources confirming that people knew where children did come from?
(all Bible citations from KJV)
The Ancient Egyptians were pretty much aware of the general mechanics of childbirth.
The earliest source I could find is one of the Kahun Papyri, the Kahun Gynaecological Papyrus (~1850 BC). It deals with women's health, including pregnancy, fertility, menstrual issues and medical contraception. This last issue, contraception, is the more revealing of the Egyptians understanding of childbirth. Contraception, and birth control in general, cannot be effective without at least a general idea of where children come from.
The papyrus encourages the use of crocodile feces as a contraceptive. The method relies on applying the excrement inside the vagina and forming a wall that would block the sperm. Furthermore crocodile feces are slightly alkaline, like modern spermicides, so the method might have offered a second level of contraception.
The Berlin Papyrus (Middle Kingdom: ~2000 BC to ~1700 BC) suggests a similar method, replacing crocodile feces with ash from burning emmer (wheat) seeds. Regardless of the material used, the method survived for almost 3 millenia. It appears in Avicenna's Canon of Medicine (~1025 AD), with Avicenna preferring elephant excrement.
The medical Ebers Papyrus (~1550 BC) shows a leap in medical knowledge since the Kahun Papyrus, discussing, amongst other things, abortion and providing a formula for a vaginal pessary.
- The 'Kahun Medical Papyrus' or 'Gynaecological Papyrus', translation by Stephen Quirke
- Contraception: A History, Robert Jütte
- Eve's Herbs: A History of Contraception and Abortion in the West, John M. Riddle
Thomas Jefferson (1743-1826), author of the Declaration of Independence and the third U.S. president, was a leading figure in America’s early development. During the American Revolutionary War (1775-83), Jefferson served in the Virginia legislature and the Continental Congress and was governor of Virginia. He later served as U.S. minister to France and U.S. secretary of state, and was vice president under John Adams (1735-1826). Jefferson, a Democratic-Republican who thought the national government should have a limited role in citizens’ lives, was elected president in 1800. During his two terms in office (1801-1809), the U.S. purchased the Louisiana Territory and Lewis and Clark explored the vast new acquisition. Although Jefferson promoted individual liberty, he was also a slave owner. After leaving office, he retired to his Virginia plantation, Monticello, and helped found the University of Virginia.
Intellectual disability (ID) becomes apparent during childhood and involves deficits in mental abilities, social skills, and core activities of daily living (ADLs) when compared to same-aged peers.  There often are no physical signs of mild forms of ID, although there may be characteristic physical traits when it is associated with a genetic disorder (e.g., Down syndrome). 
The level of impairment ranges in severity for each person. Some of the early signs can include: 
- Delays in reaching, or failure to achieve milestones in motor skills development (sitting, crawling, walking)
- Slowness learning to talk, or continued difficulties with speech and language skills after starting to talk
- Difficulty with self-help and self-care skills (e.g., getting dressed, washing, and feeding themselves)
- Poor planning or problem-solving abilities
- Behavioral and social problems 
- Failure to grow intellectually, or continued infant childlike behavior
- Problems keeping up in school
- Failure to adapt or adjust to new situations
- Difficulty understanding and following social rules 
In early childhood, mild ID (IQ 50–69) may not be obvious or identified until children begin school.  Even when poor academic performance is recognized, it may take expert assessment to distinguish mild intellectual disability from specific learning disability or emotional/behavioral disorders. People with mild ID are capable of learning reading and mathematics skills to approximately the level of a typical child aged nine to twelve. They can learn self-care and practical skills, such as cooking or using the local mass transit system. As individuals with intellectual disability reach adulthood, many learn to live independently and maintain gainful employment.  About 85% of persons with ID are likely to have mild ID.
Moderate ID (IQ 35–49) is nearly always apparent within the first years of life. Speech delays are particularly common signs of moderate ID. People with moderate intellectual disabilities need considerable supports in school, at home, and in the community in order to fully participate. While their academic potential is limited, they can learn simple health and safety skills and to participate in simple activities. People with moderate ID are capable of learning reading and mathematics skills to approximately the level of a typical child aged six to nine. As adults, they may live with their parents, in a supportive group home, or even semi-independently with significant supportive services to help them, for example, manage their finances. As adults, they may work in a sheltered workshop.  About 10% of persons with ID are likely to have moderate ID.
People with Severe (IQ 20–34). accounting for 3.5% of persons with ID or Profound ID (IQ 19 or below) accounting for 1.5% of persons with ID need more intensive support and supervision for their entire lives. They may learn some ADLs, but an intellectual disability is considered severe or profound when individuals are unable to independently care for themselves without ongoing significant assistance from a caregiver throughout adulthood.  Individuals with profound ID are completely dependent on others for all ADLs and to maintain their physical health and safety. They may be able to learn to participate in some of these activities to a limited degree. 
Autism and intellectual disability
Intellectual disability and autism spectrum disorder (ASD) share clinical characteristics which can result in confusion while diagnosing.  Overlapping these two disorders, while common, can be detrimental to a person's well-being. Those with ASD that hold symptoms of ID may be grouped into a co-diagnosis in which they are receiving treatment for a disorder they do not have. Likewise, those with ID that are mistaken to have ASD may be treated for symptoms of a disorder they do not have. Differentiating between these two disorders will allow clinicians to deliver or prescribe the appropriate treatments. Comorbidity between ID and ASD is very common roughly 40% of those with ID also have ASD and roughly 70% of those with ASD also have ID.  Both ASD and ID require shortfalls in communication and social awareness as defining criteria.  Both ASD and ID are classified by severity: mild, moderate, severe. In addition to those three levels, ID has a fourth classification known as profound.
In a study conducted in 2016 surveying 2816 cases, it was found that the top subsets that help differentiate between those with ID and ASD are, ". impaired non-verbal social behavior and lack of social reciprocity, [. ] restricted interests, strict adherence to routines, stereotyped and repetitive motor mannerisms, and preoccupation with parts of objects".  Those with ASD tend to show more deficits in non-verbal social behavior such as body language and understanding social cues. In a study done in 2008 of 336 individuals with varying levels of ID, it was found that those with ID display fewer instances of repetitive or ritualistic behaviors. It also recognized that those with ASD, when compared to those with ID, were more likely to isolate themselves and make less eye contact.  When it comes to classification ID and ASD have very different guidelines. ID has a standardized assessment called the Supports Intensity Scale (SIS), this measures severity on a system built around how much support an individual will need. While ASD also classifies severity by support needed there is no standard assessment, clinicians are free to diagnose severity at their own judgment. 
Among children, the cause of intellectual disability is unknown for one-third to one-half of cases.  About 5% of cases are inherited from a person's parents.  Genetic defects that cause intellectual disability, but are not inherited, can be caused by accidents or mutations in genetic development. Examples of such accidents are development of an extra chromosome 18 (trisomy 18) and Down syndrome, which is the most common genetic cause.  Velocardiofacial syndrome and fetal alcohol spectrum disorders are the two next most common causes.  However, there are many other causes. The most common are:
- conditions. Sometimes disability is caused by abnormal genes inherited from parents, errors when genes combine, or other reasons. The most prevalent genetic conditions include Down syndrome, Klinefelter syndrome, Fragile X syndrome (common among boys), neurofibromatosis, congenital hypothyroidism, Williams syndrome, phenylketonuria (PKU), and Prader–Willi syndrome. Other genetic conditions include Phelan-McDermid syndrome (22q13del), Mowat–Wilson syndrome, genetic ciliopathy,  and Siderius type X-linked intellectual disability (OMIM: 300263) as caused by mutations in the PHF8 gene (OMIM: 300560).  In the rarest of cases, abnormalities with the X or Y chromosome may also cause disability. Tetrasomy X and pentasomy X syndrome affect a small number of girls worldwide, while boys may be affected by 49, XXXXY, or 49, XYYYY. 47, XYY is not associated with significantly lowered IQ though affected individuals may have slightly lower IQs than non-affected siblings on average. 
- Problems during pregnancy. Intellectual disability can result when the fetus does not develop properly. For example, there may be a problem with the way the fetus's cells divide as it grows. A pregnant woman who drinks alcohol (see fetal alcohol spectrum disorder) or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability.
- Problems at birth. If a baby has problems during labor and birth, such as not getting enough oxygen, he or she may have a developmental disability due to brain damage.
- Exposure to certain types of disease or toxins. Diseases like whooping cough, measles, or meningitis can cause intellectual disability if medical care is delayed or inadequate. Exposure to poisons like lead or mercury may also affect mental ability. , affecting approximately 2 billion people worldwide, is the leading preventable cause of intellectual disability in areas of the developing world where iodine deficiency is endemic. Iodine deficiency also causes goiter, an enlargement of the thyroid gland. More common than full-fledged cretinism, as intellectual disability caused by severe iodine deficiency is called, is mild impairment of intelligence. Residents of certain areas of the world, due to natural deficiency and governmental inaction, are severely affected by iodine deficiency. India has 500 million suffering from deficiency, 54 million from goiter, and 2 million from cretinism. Among other nations affected by iodine deficiency, China and Kazakhstan have instituted widespread salt iodization programs. But, as of 2006, Russia had not.  is a common cause of reduced intelligence in parts of the world affected by famine, such as Ethiopia and nations struggling with extended periods of warfare that disrupt agriculture production and distribution. 
- Absence of the arcuate fasciculus. 
According to both the American Association on Intellectual and Developmental Disabilities  (Intellectual Disability: Definition, Classification, and Systems of Supports (11th Edition) and the American Psychiatric Association  Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), three criteria must be met for a diagnosis of intellectual disability: significant limitation in general mental abilities (intellectual functioning), significant limitations in one or more areas of adaptive behavior across multiple environments (as measured by an adaptive behavior rating scale, i.e. communication, self-help skills, interpersonal skills, and more), and evidence that the limitations became apparent in childhood or adolescence. In general, people with intellectual disabilities have an IQ below 70, but clinical discretion may be necessary for individuals who have a somewhat higher IQ but severe impairment in adaptive functioning. 
It is formally diagnosed by an assessment of IQ and adaptive behavior. A third condition requiring onset during the developmental period is used to distinguish intellectual disability from other conditions, such as traumatic brain injuries and dementias (including Alzheimer's disease).
The first English-language IQ test, the Stanford–Binet Intelligence Scales, was adapted from a test battery designed for school placement by Alfred Binet in France. Lewis Terman adapted Binet's test and promoted it as a test measuring "general intelligence." Terman's test was the first widely used mental test to report scores in "intelligence quotient" form ("mental age" divided by chronological age, multiplied by 100). Current tests are scored in "deviation IQ" form, with a performance level by a test-taker two standard deviations below the median score for the test-takers age group defined as IQ 70. Until the most recent revision of diagnostic standards, an IQ of 70 or below was a primary factor for intellectual disability diagnosis, and IQ scores were used to categorize degrees of intellectual disability.
Since the current diagnosis of intellectual disability is not based on IQ scores alone, but must also take into consideration a person's adaptive functioning, the diagnosis is not made rigidly. It encompasses intellectual scores, adaptive functioning scores from an adaptive behavior rating scale based on descriptions of known abilities provided by someone familiar with the person, and also the observations of the assessment examiner who is able to find out directly from the person what he or she can understand, communicate, and such like. IQ assessment must be based on a current test. This enables a diagnosis to avoid the pitfall of the Flynn effect, which is a consequence of changes in population IQ test performance changing IQ test norms over time.
Distinction from other disabilities
Clinically, intellectual disability is a subtype of cognitive deficit or disabilities affecting intellectual abilities, which is a broader concept and includes intellectual deficits that are too mild to properly qualify as intellectual disability, or too specific (as in specific learning disability), or acquired later in life through acquired brain injuries or neurodegenerative diseases like dementia. Cognitive deficits may appear at any age. Developmental disability is any disability that is due to problems with growth and development. This term encompasses many congenital medical conditions that have no mental or intellectual components, although it, too, is sometimes used as a euphemism for intellectual disability. 
Limitations in more than one area
Adaptive behavior, or adaptive functioning, refers to the skills needed to live independently (or at the minimally acceptable level for age). To assess adaptive behavior, professionals compare the functional abilities of a child to those of other children of similar age. To measure adaptive behavior, professionals use structured interviews, with which they systematically elicit information about persons' functioning in the community from people who know them well. There are many adaptive behavior scales, and accurate assessment of the quality of someone's adaptive behavior requires clinical judgment as well. Certain skills are important to adaptive behavior, such as:
- , such as getting dressed, using the bathroom, and feeding oneself skills, such as understanding what is said and being able to answer with peers, family members, spouses, adults, and others
Other specific skills can be critical to an individual's inclusion in the community and to develop appropriate social behaviors, as for example being aware of the different social expectations linked to the principal lifespan stages (i.e., childhood, adulthood, old age). The results of a Swiss study suggest that the performance of adults with ID in recognizing different lifespan stages is related to specific cognitive abilities and to the type of material used to test this performance. 
By most definitions, intellectual disability is more accurately considered a disability rather than a disease. Intellectual disability can be distinguished in many ways from mental illness, such as schizophrenia or depression. Currently, there is no "cure" for an established disability, though with appropriate support and teaching, most individuals can learn to do many things. Causes, such as congenital hypothyroidism, if detected early may be treated to prevent the development of an intellectual disability. 
There are thousands of agencies around the world that provide assistance for people with developmental disabilities. They include state-run, for-profit, and non-profit, privately run agencies. Within one agency there could be departments that include fully staffed residential homes, day rehabilitation programs that approximate schools, workshops wherein people with disabilities can obtain jobs, programs that assist people with developmental disabilities in obtaining jobs in the community, programs that provide support for people with developmental disabilities who have their own apartments, programs that assist them with raising their children, and many more. There are also many agencies and programs for parents of children with developmental disabilities.
Beyond that, there are specific programs that people with developmental disabilities can take part in wherein they learn basic life skills. These "goals" may take a much longer amount of time for them to accomplish, but the ultimate goal is independence. This may be anything from independence in tooth brushing to an independent residence. People with developmental disabilities learn throughout their lives and can obtain many new skills even late in life with the help of their families, caregivers, clinicians and the people who coordinate the efforts of all of these people.
There are four broad areas of intervention that allow for active participation from caregivers, community members, clinicians, and of course, the individual(s) with an intellectual disability. These include psychosocial treatments, behavioral treatments, cognitive-behavioral treatments, and family-oriented strategies.  Psychosocial treatments are intended primarily for children before and during the preschool years as this is the optimum time for intervention.  This early intervention should include encouragement of exploration, mentoring in basic skills, celebration of developmental advances, guided rehearsal and extension of newly acquired skills, protection from harmful displays of disapproval, teasing, or punishment, and exposure to a rich and responsive language environment.  A great example of a successful intervention is the Carolina Abecedarian Project that was conducted with over 100 children from low socioeconomic status families beginning in infancy through pre-school years. Results indicated that by age 2, the children provided the intervention had higher test scores than control group children, and they remained approximately 5 points higher 10 years after the end of the program. By young adulthood, children from the intervention group had better educational attainment, employment opportunities, and fewer behavioral problems than their control-group counterparts. 
Core components of behavioral treatments include language and social skills acquisition. Typically, one-to-one training is offered in which a therapist uses a shaping procedure in combination with positive reinforcements to help the child pronounce syllables until words are completed. Sometimes involving pictures and visual aids, therapists aim at improving speech capacity so that short sentences about important daily tasks (e.g. bathroom use, eating, etc.) can be effectively communicated by the child.   In a similar fashion, older children benefit from this type of training as they learn to sharpen their social skills such as sharing, taking turns, following instruction, and smiling.  At the same time, a movement known as social inclusion attempts to increase valuable interactions between children with an intellectual disability and their non-disabled peers.  Cognitive-behavioral treatments, a combination of the previous two treatment types, involves a strategical-metastrategical learning technique [ clarification needed ] that teaches children math, language, and other basic skills pertaining to memory and learning. The first goal of the training is to teach the child to be a strategical thinker through making cognitive connections and plans. Then, the therapist teaches the child to be metastrategical by teaching them to discriminate among different tasks and determine which plan or strategy suits each task.  Finally, family-oriented strategies delve into empowering the family with the skill set they need to support and encourage their child or children with an intellectual disability. In general, this includes teaching assertiveness skills or behavior management techniques as well as how to ask for help from neighbors, extended family, or day-care staff.  As the child ages, parents are then taught how to approach topics such as housing/residential care, employment, and relationships. The ultimate goal for every intervention or technique is to give the child autonomy and a sense of independence using the acquired skills he/she has. In a 2019 Cochrane review on beginning reading interventions for children and adolescents with intellectual disability small to moderate improvements in phonological awareness, word reading, decoding, expressive and receptive language skills and reading fluency were noted when these elements were part of the teaching intervention. 
Although there is no specific medication for intellectual disability, many people with developmental disabilities have further medical complications and may be prescribed several medications. For example, autistic children with developmental delay may be prescribed antipsychotics or mood stabilizers to help with their behavior. Use of psychotropic medications such as benzodiazepines in people with intellectual disability requires monitoring and vigilance as side effects occur commonly and are often misdiagnosed as behavioral and psychiatric problems. 
Intellectual disability affects about 2–3% of the general population. 75–90% of the affected people have mild intellectual disability. Non-syndromic or idiopathic ID accounts for 30–50% of cases. About a quarter of cases are caused by a genetic disorder.  Cases of unknown cause affect about 95 million people as of 2013 [update] .  It is more common in males and in low to middle income countries. 
Intellectual disability has been documented under a variety of names throughout history. Throughout much of human history, society was unkind to those with any type of disability, and people with intellectual disability were commonly viewed as burdens on their families.
Greek and Roman philosophers, who valued reasoning abilities, disparaged people with intellectual disability as barely human.  The oldest physiological view of intellectual disability is in the writings of Hippocrates in the late fifth century BCE, who believed that it was caused by an imbalance in the four humors in the brain.
Caliph Al-Walid (r. 705–715) built one of the first care homes for intellectually disabled individuals and built the first hospital which accommodated intellectually disabled individuals as part of its services. In addition, Al-Walid assigned each intellectually disabled individual a caregiver. 
Until the Enlightenment in Europe, care and asylum was provided by families and the church (in monasteries and other religious communities), focusing on the provision of basic physical needs such as food, shelter, and clothing. Negative stereotypes were prominent in social attitudes of the time.
In the 13th century, England declared people with intellectual disabilities to be incapable of making decisions or managing their affairs.  Guardianships were created to take over their financial affairs.
In the 17th century, Thomas Willis provided the first description of intellectual disability as a disease.  He believed that it was caused by structural problems in the brain. According to Willis, the anatomical problems could be either an inborn condition or acquired later in life.
In the 18th and 19th centuries, housing and care moved away from families and towards an asylum model. People were placed by, or removed from, their families (usually in infancy) and housed in large professional institutions, many of which were self-sufficient through the labor of the residents. Some of these institutions provided a very basic level of education (such as differentiation between colors and basic word recognition and numeracy), but most continued to focus solely on the provision of basic needs of food, clothing, and shelter. Conditions in such institutions varied widely, but the support provided was generally non-individualized, with aberrant behavior and low levels of economic productivity regarded as a burden to society. Individuals of higher wealth were often able to afford higher degrees of care such as home care or private asylums.  Heavy tranquilization and assembly-line methods of support were the norm, and the medical model of disability prevailed. Services were provided based on the relative ease to the provider, not based on the needs of the individual. A survey taken in 1891 in Cape Town, South Africa shows the distribution between different facilities. Out of 2046 persons surveyed, 1,281 were in private dwellings, 120 in jails, and 645 in asylums, with men representing nearly two-thirds of the number surveyed. In situations of scarcity of accommodation, preference was given to white men and black men (whose insanity threatened white society by disrupting employment relations and the taboo sexual contact with white women). 
In the late 19th century, in response to Charles Darwin's On the Origin of Species, Francis Galton proposed selective breeding of humans to reduce intellectual disability.  Early in the 20th century, the eugenics movement became popular throughout the world. This led to forced sterilization and prohibition of marriage in most of the developed world and was later used by Adolf Hitler as a rationale for the mass murder of people with intellectual disability during the Holocaust. Eugenics was later abandoned as an evil violation of human rights, and the practice of forced sterilization and prohibition from marriage was discontinued by most of the developed world by the mid-20th century.
In 1905, Alfred Binet produced the first standardized test for measuring intelligence in children. 
Although ancient Roman law had declared people with intellectual disability to be incapable of the deliberate intent to harm that was necessary for a person to commit a crime, during the 1920s, Western society believed they were morally degenerate. 
Ignoring the prevailing attitude, Civitans adopted service to people with developmental disabilities as a major organizational emphasis in 1952. Their earliest efforts included workshops for special education teachers and daycamps for children with disabilities, all at a time when such training and programs were almost nonexistent.  The segregation of people with developmental disabilities was not widely questioned by academics or policy-makers until the 1969 publication of Wolf Wolfensberger's seminal work "The Origin and Nature of Our Institutional Models",  drawing on some of the ideas proposed by SG Howe 100 years earlier. This book posited that society characterizes people with disabilities as deviant, sub-human and burdens of charity, resulting in the adoption of that "deviant" role. Wolfensberger argued that this dehumanization, and the segregated institutions that result from it, ignored the potential productive contributions that all people can make to society. He pushed for a shift in policy and practice that recognized the human needs of those with intellectual disability and provided the same basic human rights as for the rest of the population.
The publication of this book may be regarded as the first move towards the widespread adoption of the social model of disability in regard to these types of disabilities, and was the impetus for the development of government strategies for desegregation. Successful lawsuits against governments and increasing awareness of human rights and self-advocacy also contributed to this process, resulting in the passing in the U.S. of the Civil Rights of Institutionalized Persons Act in 1980.
From the 1960s to the present, most states have moved towards the elimination of segregated institutions. Normalization and deinstitutionalization are dominant.  Along with the work of Wolfensberger and others including Gunnar and Rosemary Dybwad,  a number of scandalous revelations around the horrific conditions within state institutions created public outrage that led to change to a more community-based method of providing services. 
By the mid-1970s, most governments had committed to de-institutionalization and had started preparing for the wholesale movement of people into the general community, in line with the principles of normalization. In most countries, this was essentially complete by the late 1990s, although the debate over whether or not to close institutions persists in some states, including Massachusetts. 
In the past, lead poisoning and infectious diseases were significant causes of intellectual disability. Some causes of intellectual disability are decreasing, as medical advances, such as vaccination, increase. Other causes are increasing as a proportion of cases, perhaps due to rising maternal age, which is associated with several syndromic forms of intellectual disability. [ citation needed ]
Along with the changes in terminology, and the downward drift in acceptability of the old terms, institutions of all kinds have had to repeatedly change their names. This affects the names of schools, hospitals, societies, government departments, and academic journals. For example, the Midlands Institute of Mental Sub-normality became the British Institute of Mental Handicap and is now the British Institute of Learning Disability. This phenomenon is shared with mental health and motor disabilities, and seen to a lesser degree in sensory disabilities. [ citation needed ]
The terms used for this condition are subject to a process called the euphemism treadmill. This means that whatever term is chosen for this condition, it eventually becomes perceived as an insult. The terms mental retardation and mentally retarded were invented in the middle of the 20th century to replace the previous set of terms, which included "imbecile"   and "moron"  and are now considered offensive. By the end of the 20th century, these terms themselves have come to be widely seen as disparaging, politically incorrect, and in need of replacement.  The term intellectual disability is now preferred by most advocates and researchers in most English-speaking countries.  
The term "mental retardation" was used in the American Psychiatric Association's DSM-IV (1994) and in the World Health Organization's ICD-10 (codes F70–F79). In the next revision, the ICD-11, this term has been replaced by the term "disorders of intellectual development" (codes 6A00–6A04 6A00.Z for the "unspecified" diagnosis code).   The term "intellectual disability (intellectual developmental disorder)" is used in DSM-5 (2013).  As of 2013 [update] , "intellectual disability (intellectual developmental disorder)" is the term that has come into common use by among educational, psychiatric, and other professionals over the past two decades.  Because of its specificity and lack of confusion with other conditions, the term "mental retardation" is still sometimes used in professional medical settings around the world, such as formal scientific research and health insurance paperwork. 
The several traditional terms that long predate psychiatry are simple forms of abuse in common usage today they are often encountered in such old documents as books, academic papers, and census forms. For example, the British census of 1901 has a column heading including the terms imbecile and feeble-minded. [ citation needed ]
Vaguer expressions like developmentally disabled,  special, or challenged have been used instead of the term mentally retarded. The term developmental delay was popular among caretakers and parents of individuals with intellectual disability because delay suggests that a person is slowly reaching his or her full potential, rather than having a lifelong condition. [ citation needed ]
Usage has changed over the years and differed from country to country. For example, mental retardation in some contexts covers the whole field but previously applied to what is now the mild MR group. Feeble-minded used to mean mild MR in the UK, and once applied in the US to the whole field. "Borderline intellectual functioning" is not currently defined, but the term may be used to apply to people with IQs in the 70s. People with IQs of 70 to 85 used to be eligible for special consideration in the US public education system on grounds of intellectual disability. [ citation needed ]
- Cretin is the oldest and comes from a dialectal French word for Christian.  The implication was that people with significant intellectual or developmental disabilities were "still human" (or "still Christian") and deserved to be treated with basic human dignity. Individuals with the condition were considered to be incapable of sinning, thus "Christ-like" in their disposition. This term has not been used in scientific endeavors since the middle of the 20th century and is generally considered a term of abuse. Although cretin is no longer in use, the term cretinism is still used to refer to the mental and physical disability resulting from untreated congenital hypothyroidism.
- Amentia has a long history, mostly associated with dementia. The difference between amentia and dementia was originally defined by time of onset. Amentia was the term used to denote an individual who developed deficits in mental functioning early in life, while dementia included individuals who develop mental deficiencies as adults. Theodor Meynert in the 1890s lectures described amentia as a form of sudden-onset confusion (German: Verwirrtheit), often with hallucinations.  This term was long in use in psychiatry in this sense. Emil Kraepelin in the 1910s wrote that “acute confusion (amentia)” is a form of febrile delirium.  By 1912, amentia was a classification lumping "idiots, imbeciles, and feeble minded" individuals in a category separate from a dementia classification, in which the onset is later in life. In Russian psychiatry the term “amentia” defines a form of clouding of consciousness, which is dominated by confusion, true hallucinations, incoherence of thinking and speech and chaotic movements.  In Russia “amentia” (Russian: аменция ) is not associated with intellectual disability and mean only clouding of consciousness.
- Idiot indicated the greatest degree of intellectual disability, where the mental age is two years or less, and the person cannot guard himself or herself against common physical dangers. The term was gradually replaced by the term profound mental retardation (which has itself since been replaced by other terms).
- Imbecile indicated an intellectual disability less extreme than idiocy and not necessarily inherited. It is now usually subdivided into two categories, known as severe intellectual disability and moderate intellectual disability.
- Moron was defined by the American Association for the Study of the Feeble-minded in 1910, following work by Henry H. Goddard, as the term for an adult with a mental age between eight and twelve mild intellectual disability is now the term for this condition. Alternative definitions of these terms based on IQ were also used. This group was known in UK law from 1911 to 1959–60 as feeble-minded.
- Mongolism and Mongoloid idiot were medical terms used to identify someone with Down syndrome, as the doctor who first described the syndrome, John Langdon Down, believed that children with Down syndrome shared facial similarities with Blumenbach's "Mongolian race". The Mongolian People's Republic requested that the medical community cease the use of the term as a referent to intellectual disability. Their request was granted in the 1960s when the World Health Organization agreed that the term should cease being used within the medical community. 
- In the field of special education, educable (or "educable intellectual disability") refers to ID students with IQs of approximately 50–75 who can progress academically to a late-elementary level. Trainable (or "trainable intellectual disability") refers to students whose IQs fall below 50 but who are still capable of learning personal hygiene and other living skills in a sheltered setting, such as a group home. In many areas, these terms have been replaced by use of "moderate" and "severe" intellectual disability. While the names change, the meaning stays roughly the same in practice.
- Retarded comes from the Latin retardare, "to make slow, delay, keep back, or hinder," so mental retardation meant the same as mentally delayed. The term was recorded in 1426 as a "fact or action of making slower in movement or time". The first record of retarded in relation to being mentally slow was in 1895. The term mentally retarded was used to replace terms like idiot, moron, and imbecile because retarded was not then a derogatory term. By the 1960s, however, the term had taken on a partially derogatory meaning as well. The noun retard is particularly seen as pejorative a BBC survey in 2003 ranked it as the most offensive disability-related word, ahead of terms such as spastic (or its abbreviation spaz) and mong.  The terms mentally retarded and mental retardation are still fairly common, but currently the Special Olympics, Best Buddies, and over 100 other organizations are striving to eliminate their use by referring to the word retard and its variants as the "r-word", in an effort to equate it to the word nigger and the associated euphemism "n-word", in everyday conversation. These efforts resulted in federal legislation, known as Rosa's Law, which replaced the term mentally retarded with the term intellectual disability in federal statutes. 
The term mental retardation was a diagnostic term denoting the group of disconnected categories of mental functioning such as idiot, imbecile, and moron derived from early IQ tests, which acquired pejorative connotations in popular discourse. It acquired negative and shameful connotations over the last few decades due to the use of the words retarded and retard as insults. This may have contributed to its replacement with euphemisms such as mentally challenged or intellectually disabled. While developmental disability includes many other disorders, developmental disability and developmental delay (for people under the age of 18) are generally considered more polite terms than mental retardation.
Albert Julius Levine and Louis Marks proposed a set of categories in their 1928 book Testing Intelligence and Achievement.  Some of the terminologies in the table came from contemporary terms for classifying individuals with intellectual disabilities.
|IQ Range ("ratio IQ")||IQ Classification|
|175 and over||Precocious|
- In North America, intellectual disability is subsumed into the broader term developmental disability, which also includes epilepsy, autism, cerebral palsy, and other disorders that develop during the developmental period (birth to age 18). Because service provision is tied to the designation "developmental disability", it is used by many parents, direct support professionals, and physicians. In the United States, however, in school-based settings, the more specific term mental retardation or, more recently (and preferably), intellectual disability, is still typically used, and is one of 13 categories of disability under which children may be identified for special education services under Public Law 108–446.
- The phrase intellectual disability is increasingly being used as a synonym for people with significantly below-average cognitive ability. These terms are sometimes used as a means of separating general intellectual limitations from specific, limited deficits as well as indicating that it is not an emotional or psychological disability. It is not specific to congenital disorders such as Down syndrome.
The American Association on Mental Retardation changed its name to the American Association on Intellectual and Developmental Disabilities (AAIDD) in 2007, and soon thereafter changed the names of its scholarly journals  to reflect the term "intellectual disability". In 2010, the AAIDD released its 11th edition of its terminology and classification manual, which also used the term intellectual disability.  
In the UK, mental handicap had become the common medical term, replacing mental subnormality in Scotland and mental deficiency in England and Wales, until Stephen Dorrell, Secretary of State for Health for the United Kingdom from 1995 to 1997, changed the NHS's designation to learning disability.  The new term is not yet widely understood, and is often taken to refer to problems affecting schoolwork (the American usage), which are known in the UK as "learning difficulties". British social workers may use "learning difficulty" to refer to both people with intellectual disability and those with conditions such as dyslexia.  In education, "learning difficulties" is applied to a wide range of conditions: "specific learning difficulty" may refer to dyslexia, dyscalculia or developmental coordination disorder, while "moderate learning difficulties", "severe learning difficulties" and "profound learning difficulties" refer to more significant impairments.  
In England and Wales between 1983 and 2008, the Mental Health Act 1983 defined "mental impairment" and "severe mental impairment" as "a state of arrested or incomplete development of mind which includes significant/severe impairment of intelligence and social functioning and is associated with abnormally aggressive or seriously irresponsible conduct on the part of the person concerned."  As behavior was involved, these were not necessarily permanent conditions: they were defined for the purpose of authorizing detention in hospital or guardianship. The term mental impairment was removed from the Act in November 2008, but the grounds for detention remained. However, English statute law uses mental impairment elsewhere in a less well-defined manner—e.g. to allow exemption from taxes—implying that intellectual disability without any behavioral problems is what is meant.
A BBC poll conducted in the United Kingdom came to the conclusion that 'retard' was the most offensive disability-related word.  On the reverse side of that, when a contestant on Celebrity Big Brother live used the phrase "walking like a retard", despite complaints from the public and the charity Mencap, the communications regulator Ofcom did not uphold the complaint saying "it was not used in an offensive context [. ] and had been used light-heartedly". It was, however, noted that two previous similar complaints from other shows were upheld. 
In the past, Australia has used British and American terms interchangeably, including "mental retardation" and "mental handicap". Today, "intellectual disability" is the preferred and more commonly used descriptor. 
People with intellectual disabilities are often not seen as full citizens of society. Person-centered planning and approaches are seen as methods of addressing the continued labeling and exclusion of socially devalued people, such as people with disabilities, encouraging a focus on the person as someone with capacities and gifts as well as support needs. The self-advocacy movement promotes the right of self-determination and self-direction by people with intellectual disabilities, which means allowing them to make decisions about their own lives.
Until the middle of the 20th century, people with intellectual disabilities were routinely excluded from public education, or educated away from other typically developing children. Compared to peers who were segregated in special schools, students who are mainstreamed or included in regular classrooms report similar levels of stigma and social self-conception, but more ambitious plans for employment.  As adults, they may live independently, with family members, or in different types of institutions organized to support people with disabilities. About 8% currently live in an institution or a group home. 
In the United States, the average lifetime cost of a person with an intellectual disability amounts to $223,000 per person, in 2003 US dollars, for direct costs such as medical and educational expenses.  The indirect costs were estimated at $771,000, due to shorter lifespans and lower than average economic productivity.  The total direct and indirect costs, which amount to a little more than a million dollars, are slightly more than the economic costs associated with cerebral palsy, and double that associated with serious vision or hearing impairments.  Of the costs, about 14% is due to increased medical expenses (not including what is normally incurred by the typical person), and 10% is due to direct non-medical expenses, such as the excess cost of special education compared to standard schooling.  The largest amount, 76%, is indirect costs accounting for reduced productivity and shortened lifespans.  Some expenses, such as ongoing costs to family caregivers or the extra costs associated with living in a group home, were excluded from this calculation. 
The law treats person with intellectual disabilities differently than those without intellectual disabilities. Their human rights and freedoms, including the right to vote, the right to conduct business, enter into a contract, enter into marriage, right to education, are often limited. The courts have upheld some of these limitations and found discrimination in others. The UN Convention on the Rights of Persons with Disabilities, which sets minimum standards for the rights of persons with disabilities, has been ratified by more than 180 countries. In several U.S. states, and several European Union states, persons with intellectual disabilities are disenfranchised.   The European Court of Human Rights ruled in Alajos Kiss v. Hungary that Hungary violated the applicant's rights by a blank disenfranchisement of persons with intellectual disabilities who did not hold legal capacity. 
People with intellectual disabilities are usually at a higher risk of living with complex health conditions such as epilepsy and neurological disorders, gastrointestinal disorders, and behavioral and psychiatric problems compared to people without disabilities.  Adults also have a higher prevalence of poor social determinants of health, behavioral risk factors, depression, diabetes, and poor or fair health status than adults without intellectual disability.
In the United Kingdom people with intellectual disability live on average 16 years less than the general population. Some of the barriers that exist for people with ID accessing quality healthcare include: communication challenges, service eligibility, lack of training for healthcare providers, diagnostic overshadowing, and absence of targeted health promotion services.   Key recommendations from the CDC for improving the health status for people with intellectual disabilities include: improve access to health care, improve data collection, strengthen the workforce, include people with ID in public health programs, and prepare for emergencies with people with disabilities in mind. 
Ancient Jewish Education of Children and Use of Scripture
How did the Ancient Jews learn the Bible? From an early age the Jews were taught to learn Scripture “by heart.” That is, they memorized Scripture.
The Jewish educational system sought to isolate itself from other cultural influences. An anecdotal story show that the Jewish community and school were not interested in propagating outside cultures, influences or educational methods inside their educational system:
“…In the Talmud there is a story of a progressive young Rabbi who wished to study Greek on the grounds that he had mastered the Law. An older Rabbi reminded him of the worlds of Joshua: ‘This book of the Law shall not depart out of thy mouth but thou shall meditate therein day and night.’ ‘Go then and consider’ he said, ‘which is the hour which is neither of the day or of the night, and in it thou mayest study Greek wisdom.’”
Education a Priority
In the ancient Jewish community, education for children took a high priority. Barclay goes so far as to state, “It would not be wrong to say that for the Jew the child was the most important person in the community.” Examining the words of Josephus, Barclay may be correct. Josephus writes, “Our ground is good, and we work it to the utmost, but our chief ambition is for the education of our children…We take most pains of all with the instruction of children, and esteem the observation of the laws, and the piety corresponding with them, the most important affair of our whole life.”
This dedication to education in the Jewish community made them one of the most literate communities during the time period, “So widespread and far-reaching was this education in New Testament times, that A.C. Bouquet says that it was an ‘age of the widest literacy for eighteen hundred years to come.’”
Memory of Scripture
Because Scripture is the Divine revelation of God, the Jewish community put emphasis on learning the Scripture from an early age, “Philo writes: ‘Since Jews esteem their laws as divine revelations, and are instructed in the knowledge of them from their earliest youth, they bear the image of the Law in their souls…’” The preservation of the divine writing was to be established not only on scrolls, but in the memory of every Israelite. As noted, this remembrance began at youth, “The ideal of instruction is oral teaching, and the worthiest shrine of truths that must not die is the memory and heart of the faithful disciple.”
Scripture Learned at an Early Age
The ancient Jews began the education of their children at the age of five to seven. “There is a late addendum to the fifth book of the Sayings of the Fathers, which sets out the ages of man:
‘At five years old, Scripture at ten years, Mishnah at thirteen, the commandments at fifteen, Talmud…’”
But the Rabbis felt that a child was never too young to begin hearing, learning and being impressed with the words of Scripture, and in fact recognized that this process of learning was most beneficial at an early age, “Rabbi Abujah said: ‘He who learns as a lad, to what is he like? To ink written on fresh paper. And he who learns when he is old, to what is he like? To ink written on paper that has already been used.’”
Religious Learning at Home
Even with their high value upon education in school, the true place of religious learning was to be the home. It was in the home that catechesis was to take place foremost with the father of the house teaching the children the Torah, “As soon as a child can speak (that is, after his third year) he is to be instructed in the Law by his father.” Barclay continues, “”From the fourth year it is the duty of the father to begin to initiate him into the great truths, for land and religion begin when the child can speak distinctly.”
The first thing a Jewish child was taught, after he was old enough to speak, were two important texts from Scripture, “As for actual instruction, as soon as he could speak the child was taught to memorise and to say the two texts: ‘Hear, O Israel: the Lord our God is one Lord,’ and, ‘Moses commanded us a law, even the inheritance of the congregation of Jacob.’”
In addition, when attending religious festivals, the father was to explain to his children the meaning behind the festivals and instruct them God’s graciousness as shown in history. They synagogue services were also an opportunity to learn, “The characteristic word in connection with the Synagogue in the New Testament is didaskein, to teach.”
Scripture Alone the Textbook
The backbone of all ancient Jewish education was Scripture alone, “It has always to be remembered that Jewish education was entirely religious education. There was no text-book except the Scriptures all primary education was preparation for reading the Law and all higher education was the reading and the study of it.” Barclay continues, “The Jews were ‘the people of the book’ not because each individual one of them possessed the book, but because the book was the container of the law of life, which was inserted into their minds, and graven upon their hearts, by oral teaching.” This exemplifies what has been stated above under the exegesis of Deuteronomy 18:18-21.
Scripture Learned by Toil
Of course the learning ‘by heart’ of Scripture was no easy task, and required dedication and hard work, “The Jew never pretended that this was easy. Such knowledge was only to be won at the cost of toil. A man cannot inherit his father’s knowledge, as he might his fortune…Rabbi Joses the Priest said: ‘Give thyself trouble to learn the Law, for it is not obtained by inheritance.’”
Ancient Cities (6th Century B.C. — 4th Century AD)
Like their tribal ancestors, the Greeks displayed some preference for privacy. And, unlike their primitive ancestors, the Greeks had the means to do something about it. University of Leicester’ Samantha Burke found that the Greeks used their sophisticated understanding of geometry to create housing with the mathematically minimum exposure to public view while maximizing available light.
However, Athenians penchant for solitude was not without its influential critics:
“For where men conceal their ways from one another in darkness rather than light, there no man will ever rightly gain either his due honour or office or the justice that is befitting”
Athenian philosophy proved far more popular than their architecture. In Greece’s far less egalitarian successor, Rome, the landed gentry built their homes with wide open gardens. Turning one’s house into a public museum was an ostentatious display of wealth. Though, the rich seemed self-aware of their unfortunate trade-off:
“Great fortune has this characteristic, that it allows nothing to be concealed, nothing hidden it opens up the homes of princes, and not only that but their bedrooms and intimate retreats, and it opens up and exposes to talk all the arcane secrets”
Pliny the Elder, ‘The Natural History’, circa 77 A.D.
The majority of Romans lived in crowded apartments, with walls thin enough to hear every noise. “Think of Ancient Rome as a giant campground,” writes Angela Alberto in A Day in the life of Ancient Rome.
And, thanks to the Rome’s embrace of public sex, there was less of a motivation to make it taboo—especially considering the benefits.
“Baths, drink and sex corrupt our bodies, but baths, drink and sex make life worth living”
Scientists have had a difficult time identifying the cause of the epidemic
The first cocoliztli epidemic happened in 1545, and it was so devastating that it forced the abandonment of entire villages, including a Mixtec village in Oaxaca, where researchers uncovered skeletons believed to have been victims of the first occurrence of the disease. A second outbreak hit in 1576, right around the time survivors were probably starting to relax and think the pestilence was a thing of the past. According to The Guardian, the second epidemic killed half of the region's surviving population.
It wasn't until this century that researchers finally started to put two and two together, based on historical accounts of the disease and the high death toll. In 2006, research published in FEMS Microbiology Letters examined census data from 1570 and 1580, and they found a population loss of 51.36 percent, which is pretty astonishing over such a short time period. The research also determined that the epidemic began in the valleys of central Mexico, and although losses were heavy in the indigenous population, the Spanish population was hardly affected at all. This research identified cocoliztli as a probable cause for the final collapse of the Aztec culture, though it was unable to precisely identify the pathogen responsible for the disease.
Why you should know the history of special education
If we were to travel back in time a little over 100 years ago, we would see a sight that would turn our stomachs. A child that had intellectual or physical disabilities would have had no access to school or would have been institutionalized.
The current special education system in the United States is a product of many different events and influences that have occurred throughout the years. Both political and social issues have played a significant role in the evolution of special education. Specifically, the key players have been parent advocates and the civil rights movement.
History of Special Education
In the 1920’s and 1930’s special classrooms began to be created within the schools. Classrooms were created for students who could not keep up with students in the general education class. This system continued through the s. As time went on, negative outcomes became apparent.
Students in the special education classrooms were seen as unable to learn any academic skills. At that time, researchers stepped into to study the effectiveness of special education. Their findings revealed that those students who were integrated into the general education classroom were doing better learning more than those students in a separate classroom. (Friend, Bursuck 2015).
As a response, two game changers emerged. Parent advocacy and the civil rights movement changed the way we see our special education system as we see it today. Parents of groups of children with disabilities began to organize and unite. They started to speak out against the traditional practices and demanded that their children had a right to the same educational experiences as other children.
The second influence was the civil rights movement. If separate but equal was unconstitutional for race, it was unconstitutional when it came to ability.
As a result, three laws were created to protect children with disabilities and also to prevent discrimination.
Laws and Regulations
The first law that was created was section 504 of the Vocational Rehabilitation Act of 1973. Section 504 was created to prevent discrimination against all individuals with disabilities in programs receiving federal funds.
To take the rehabilitation law one more step, in 1990, George H.W. Bush signed legislation called Americans with Disabilities Act (ADA). The ADA goes beyond the classroom to protect individuals with disabilities in workplaces, buildings, and transportation. Even telecommunications are also required to make accommodations for individuals with disabilities. The ADA is seen today as one of the most significant legislation ever passed for individuals with disabilities (Friend, Bursuck. 2015).
The third law that was created was Individuals with Disabilities Act (IDEA). As a parent of children with hearing loss, understanding IDEA is extremely important.
“As a parent of children with hearing loss, understanding IDEA is extremely important.”
The law was originally established under the Education for All Handicapped Children Act in 1975 but has evolved throughout the years. Today, IDEA has six core principles that are in place as the foundation of the law.
Under this principle, students with a disability are “entitled” to attend public schools and receive educational services to address their specific needs. This includes technology, materials, and even set at no cost to the parent. (Friend, Bursuck. 2015).
LRE is the idea that students with a disability should not be placed in a separate classroom or school. The goal for each child is to have them in a classroom that will limit them the least. In some cases, a separate classroom or setting will be the best fit for a child, but for most children, the general education class setting will be the LRE.
Each child is entitled to their own individualized education plan (IEP). What is fair and equal to one child, will be different than for another child. A team of professionals writes an IEP with the child’s parents.
Nondiscriminatory evaluation refers to the tools that are used for evaluating a student. The tools should not discriminate based on race, culture or disability.
The individualized education plan for each child is seen as a legal document and cannot be changed. A specific set of informal and formal procedures must take place.
Under this principle, students are protected from being told that the school can not meet the needs of their child and should go to another school. The district is responsible for providing the services.
What does this mean for today?
There are a number of vital pieces that we walk away with after learning about the history of special education. The first is to know that change is possible. We have come a long way in the special education system from where it was over 100 years ago, but we still have a long way to go.
“We have come a long way in the special education system from where it was over 100 years ago, but we still have a long way to go.”
More horizons are still out there. Support for individuals with disabilities in private schools and universities are still needed. Equipping teachers to know how to teach both mainstream and special education is more important than ever. The fight is not over.
However, we can learn the vital role that parent advocates play. Parents not only have a voice, but they have legal rights to ensure that their children have a fair and equal education. With knowledge and persistence, parents can make change happen.
All advocates for individuals with disabilities, need to be informed and aware of how any new legislation will impact the access to a fair and equal education. For example, last February, the Office of Special Education and Rehabilitative serves wrote that Betsy DeVoss, Education Secretary, had a total of 72 guidance documents that have been rescinded due to being “outdated, unnecessary, or ineffective.” It has been unclear exactly how this will impact special education. But, as we move forward, it is vital to be vigilant about current events. We need to understand current law, including the rights of those with disabilities and the rights parents have and the impact that changes would have on the rights for ourselves and our children.
Today, there are many supports that are legally in place to accommodate students with hearing loss. Specifically, students are entitled to an IEP under the Individuals with Disability Education Act. Including access to technology such as FM systems at no cost to the parents. The law states that we are not looking for the “best” education, but “equal and fair.” Arguing that an FM system, sign language interpreter, or appropriate seating, are examples of accommodations that can be made to make for an equal and fair education. Even children with mild to moderate hearing loss need access to an FM system in the classroom.
Special Educator and advocate, Dr. Jennifer Buss at Lewis University, says the best way that parents can advocate for their children with hearing loss is to see their child as individuals and not compare them to other children.
“…the best way that parents can advocate for their children with hearing loss is to see their child as individuals and not compare them to other children.”
What is best for one child might not be best for your child even in the hearing loss world.
The ranges of hearing loss, type of hearing loss, and personal background will impact each child differently. Inclusion is best for some many, but not all. The way the law is currently set up, each child has their own IEP. Parents have a voice to advocate what they believe is most beneficial for their own child’s education.
Knowing the history of special education in the United States equips parents, teachers, and advocates to be aware of where we have come from.
Our special education system has transformed over the past century, but we still have a long way to go. For parents of children with disabilities, it is vital that they know their legal rights under federal law.
Furthermore, parents cannot underestimate their roles as advocates. Throughout history, they have created incredible and much-needed change in the US education system. Fighting for a child’s right to an equal education might be one of the most powerful roles a parent has.
Do you have any tips for fighting for your child’s education? Please let us know in the comments!
Historians confirm what the Bible says about Jesus.
Not only do we have well-preserved copies of the original manuscripts, we also have testimony from both Jewish and Roman historians.
The gospels report that Jesus of Nazareth performed many miracles, was executed by the Romans, and rose from the dead. Numerous ancient historians back the Bible's account of the life of Jesus and his followers:
Cornelius Tacitus (A.D. 55-120), an historian of first-century Rome, is considered one of the most accurate historians of the ancient world. 8 An excerpt from Tacitus tells us that the Roman emperor Nero "inflicted the most exquisite tortures on a class. called Christians. . Christus [Christ], from whom the name had its origin, suffered the extreme penalty during the reign of Tiberius at the hands of one of our procurators, Pontius Pilatus. " 9
Flavius Josephus, a Jewish historian (A.D. 38-100), wrote about Jesus in his Jewish Antiquities. From Josephus, "we learn that Jesus was a wise man who did surprising feats, taught many, won over followers from among Jews and Greeks, was believed to be the Messiah, was accused by the Jewish leaders, was condemned to be crucified by Pilate, and was considered to be resurrected." 10
Suetonius, Pliny the Younger, and Thallus also wrote about Christian worship and persecution that is consistent with New Testament accounts.
Even the Jewish Talmud, certainly not biased toward Jesus, concurs about the major events of his life. From the Talmud, "we learn that Jesus was conceived out of wedlock, gathered disciples, made blasphemous claims about himself, and worked miracles, but these miracles are attributed to sorcery and not to God." 11
This is remarkable information considering that most ancient historians focused on political and military leaders, not on obscure rabbis from distant provinces of the Roman Empire. Yet ancient historians (Jews, Greeks and Romans) confirm the major events that are presented in the New Testament, even though they were not believers themselves.
There have also been accounts of a German Children’s Crusade taking place in 1212. This was purportedly led by a child called Nicolas, who said he had 20,000 followers. He was thought to have the same dream as Stephen, and planned to take Jerusalem back from the Muslims.
Nicolas’ crusade also included religious men and unmarried women, so it was not fully considered a Children’s Crusade. Despite that, their dangerous journey across the Alps led to many dying from cold, including the adults. However, those who made it across pushed onto Italy.
Having arrived in Rome, the remaining crusaders met with the pope who praised their bravery. However, he told them that they were too young to be successful in such a venture and sent them back to Germany. Sadly, many of them did not survive the journey back, while a group who boarded a ship in the Italian port of Pisa bound for the Hold Land were never heard from again.
Although both Children’s Crusades were a disaster, historians argue that they do highlight the importance of religion and Jerusalem in particular to everyday people living in the Middle Ages.
Amit-Talai, Vered, and Helena Wulff, eds. 1995. Youth Cultures: A Cross-Cultural Perspective. London: Routledge.
Austin, Joe, and Michael Willard, eds. 1998. Generations of Youth: Youth Cultures and History in Twentieth-Century America. New York: New York University Press.
Brake, Michael. 1985. Comparative Youth Culture. London: Routledge and Kegan Paul.
Fass, Paula S. 1977. The Damned and the Beautiful: American Youth in the 1920s. New York: Oxford University Press.
Gelder, Ken, and Sarah Thornton, eds. 1997. The Subcultures Reader. London: Routledge.
Inness, Sherrie, ed. 1998. Delinquents and Debutantes: Twentieth Century American Girls' Culture. New York: New York University Press.
Kett, Joseph. 1977. Rites of Passage: Adolescence in America 1790 to the Present. New York: Basic Books.
Levi, Giovanni, and Jean-Claude Schmitt, eds. 1997. A History of Young People in the West, Vol. 1. Cambridge, MA: Harvard University Press.