* Expansion of Institutionalization: While the focus was slowly shifting towards educating children with disabilities in public schools, large-scale institutionalization remained a dominant approach. Institutions, often far from children's homes and families, continued to house many children with intellectual and developmental disabilities. The quality of care within these institutions varied considerably.
* Growth of Specialized Schools: More specialized schools, both public and private, emerged for children with specific disabilities, such as blindness, deafness, and intellectual disabilities. These schools aimed to provide tailored education and services, but often adhered to segregated models of education.
* Early Forms of Psychological Assessment: The field of psychology was making strides, leading to the development of early forms of intelligence testing (like the Binet-Simon scale). These tests, though rudimentary by today's standards, were increasingly used to identify children with intellectual disabilities, shaping placement decisions and contributing to the classification system for disabilities. This period saw early attempts at differentiating between intellectual disability and other learning difficulties, albeit with significant limitations and potential for misdiagnosis.
* Limited Access to Education: The vast majority of children with disabilities, particularly those with less visible disabilities or those living in rural areas, still lacked access to any form of specialized education. Access was heavily dependent on geographical location, family resources, and the severity of the disability.
* Emphasis on Vocational Training: A significant emphasis was placed on vocational training for children with disabilities, preparing them for specific jobs often deemed appropriate for their abilities. This approach reflected societal attitudes at the time, emphasizing the need for individuals with disabilities to become self-supporting while often limiting educational opportunities beyond vocational training.
* Limited Advocacy and Legal Protection: There was significantly less advocacy and legal protection for children with disabilities during this period than in later decades. Legislation for disability rights was almost non-existent in the US and other countries. The rights of children were largely at the discretion of families, schools, and institutions.
In summary, the years 1908-1916 represent an important transitional phase in the history of special education. While some progress was made in establishing specialized schools and utilizing psychological assessments, the field was still highly fragmented, characterized by significant inequality in access, and deeply influenced by societal biases and limited understanding of disabilities. The era laid some groundwork for the future expansion of special education but also reflected the prevailing social and medical perceptions of the time.