Controversy About Handicaped Children

In 1971, parents of children with disabilities and the Public Interest Center of Law for Pennsylvania filed suit against the Commonwealth of Pennsylvania. The case was the first of it’s kind with a goal of attaining free and appropriate education for all children including those with disabilities. The reasoning behind the court case was that by not allowing students with disabilities admission in to public school, the public schools were in turn violating student’s 14th amendment right to due process and equal protection under the law (Public Interest Law Center).

As an advocate for the developmental disabled in my current role in my community, I work hard at educating the mainstream community as well as my own team and staff about the mistruths about the DD community. Who these amazing clients are. What they bring to the community. What their strengths are and what their needs may be. When one of my clients has a behavior in the group community, their employment, or home setting or the general community, I work with my clients first on deescalating the unwanted behavior then educating them on how they can work on not reaching that point. How we can create a positive behavior instead. This often can include those in the setting that the behavior occurred. No matter what the situation, the keys to helping

When students meet the eligibility for special education services they are labeled as having a disability. Some labels that are used are intellectual disability, physical handicap, behavior disorder, etc. (Colarusso et al., 2013). Many people, young and old, look down on labels that are associated with special education. Colarusso et al., (2013) explained that after a label is placed on a child, others perceive the child as the disability and not a person anymore. Students are not made by their disabilities and that is a major concern for controversy. As educators, we should be aware of labeling and understand the consequence it could have on a child but that is not always the case. I have seen parents refuse services for their child because

Throughout history there have been many educational mandates and laws in which have provided more opportunities for equal educational access. Section 504, the first Civil Rights Law for protection of students with disabilities was signed into law in 1973. This paved the way to many rights for students with disabilities to have a Free, Appropriate, Public, Education. This law in essence means, no program, that receives federal funds, can discriminate based upon their disability in which substantially limits one more more major life functions. Throughout this paper I will be reviewing the historical perspective on Section 504, the federal and state mandates, legal cases pertaining to Section 504, current issues, and applying the information to my current districts implementation of 504 plans.

With Disabilities Education Act." Focus On Exceptional Children43.2 (2010): 1-16. Academic Search Premier. Web. 9 Mar. 2016.

When it comes to labeling children with disability it can impact each child in a negative way. When it comes to the child labeling them can create low self-esteem, or feel that anything they do is done correctly. Also, this may decrease their wanting to try and succeed, which they will have a negative outcome of their future. Furthermore, with parental perception, labeling their child can increase their stress that they may have due to making sure the child doesn’t get bullied for being a little different. Plus, it can have the parents feeling that they have done something wrong to their child.

During the 1950s, people who had a disability had two options of housing which included living with their families or living in an institution. However, families did not receive much support since most public welfare services were used towards institutional care, such as mental hospitals and orphanages. Throughout the 1960s there were movements to deinstitutionalize, which at that time basically led to smaller institutions. The 1970s allowed for even smaller community-based residential services that were typically designed for not more than 12 people that were similar in terms of age, independence, or ability. Even though different funding was available, many standards were violated in most of the institutions. Throughout the 70s there were movements to close state institutions and provide more community residential services as well as family support. During the 1980s groundwork for families was laid to expand their control of the nature of the support they received and more options were available to help out with living outside an institution. People with developmental disabilities began to gain increased support to having homes of their own during the 1990s and funded had dramatically increased to over $735 for family support programs in 1998. In 2001 the federal government began a new freedom initiative to “remove barriers to community living for people of all ages with disabilities and long-term illness.” In 2011 the decision that the isolation of people with

If you could choose what characteristics your baby would have, would you even consider giving him or her a disability? With technologies today, you can now tell if your child is going to be born with a disability (Bradfield). With advancements in reproductive technology, this question is now a serious consideration for many aspiring parents because enhancements are available to mitigate disabilities in the pursuit of perfection (Verlinsky). When thinking about this question, many other questions arise. For example, what qualifies something to be considered a disability? I am going to discuss the ethics of in vitro fertilization, why I do not see in vitro fertilization as unethical, the ethics of designing your baby against disabilities, and why I think it is not morally wrong to design your baby.

The Education for All Handicapped Children act or PL 94-142 was proposed and signed into law in 1975 and began its effect in 1978. Prior to this act there was no national educational adaptation programs for children with learning disabilities. PL 94-142 was the first opportunity the government provided in order to set equality and improvement measurements for all children and for trying to identify those who are eligible for special education.

Not all children with disabilities are the same, some are able to learn in a normal classroom setting while others may need a more accommodating setting. The mandate ensures that if able a child with learning disabilities can and will learn in a normal classroom setting. In my opinion this can only help the child, it will push them harder and show them that they are able to succeed in a “normal” classroom setting. Another factor is that students will see that a child with disabilities is no different from you or I and could very well help change the way teens and adults stigmatize people with disabilities.

While individual school districts across the United States are autonomous entities granted with the legal authority to establish policy guidelines and sanctions for violation of these rules, each district must also comply with federal education mandates. One of these national programs, the Individuals with Disabilities Education Act (IDEA), is designed to preserve the rights of disabled children by extending them additional protections and services within the public education sector. The local Greene County School District is no exception and its official policies regarding the discipline of disabled children are heavily influenced by the directives of the IDEA act, which states unequivocally that "if the local education agency (LEA), the parent, and members of the child's individualized education program (IEP) Team determine that the child's behavior was the direct result of the LEA's failure to implement the child's IEP, the LEA must take immediate steps to remedy those deficiencies" (U.S. Department of Education). The spirit of the disciplinary measures enacted by the IDEA legislation intends to protect qualified students suffering from a physical, mental or emotional disability from undue punishments or penalties which may result from behavioral misconduct that stems directly or indirectly from their disability. As such, the Greene County High School Student Handbook expressly states that, "when considering the discipline to be imposed, administrators will take into

It doesn’t matter what you look like on the outside, it’s what’s on the inside that counts, but our society today lacks to understand that. In today’s time different is not accepted, people that are different are discriminated, looked down upon and usually picked on. People with disabilities are seen as different creatures by most people, the disabled don’t choose to be the way they are, but still our society alienates them. There are different types of disabilities, some type of disabilities are; mental disability, physical disability, learning disability and socializing disability. These disabilities are seen as weakness in our society that hence contribute to the stereotype that leads to the discrimination against the disabled.

​Generally individuals with special needs continue to be the most disadvantaged and neglected in third-world countries (Charema, 2007). This paper is concerned with the moral necessity and biblical mandate of providing special education programs in Christian schools in third-world countries when society in those countries does not recognize or value people with special needs.

Along with many other topics of special education, the topic of inclusion has been surrounded by uncertainty and controversy for as long as the concept has been around.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and