Disabled Child Matters

All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities.

If we protect children from harm they are more likely to grow up into confident members of society. Children with a disability are three times more likely to experience abuse and neglect and it’s up to us as practitioners to recognise the signs and symptoms to protect all children.

We flip-flop between ignoring bullying altogether, considering it “normal” and implementing “zero tolerance” policies that don’t address the relationships among students and between students and adults. (Friedman)

Schools have legal obligations to give students with a disability opportunities and choices comparable to those without a disability through the Disability Discrimination Act of 1992 and the Disability Standards of Education 2005 (Department of Education and Training, n.d). To meet these standards, schools must be welcoming and reasonably accommodate for new students. We used the three phase inclusion process when Amir transferred to our school at the start of the year. The three flowing phases; preparation, transition and consolidation help all stakeholders inclusively plan for the best possible transition of a new child where their needs are provided for (Lyons, 2014, pg 80). Inclusive schools help support all students, teachers should work closely with the learning support team at their school to help them decide the best resources and strategies to meet students’ needs and promote their wellbeing (Lyons, 2014, pg 83). Amir has consultations with all relevant stakeholders at the start of the term to set learning goals and then at the end of the term to reflect on his achievements and what could be improved on. All teachers need to use their professional judgement and act ethically as their work significantly impacts the future of the learners in their class (Churchill, & Keddie, 2013, pg 539). Amir’s school promotes diversity and is strongly against bullying. At the start of each year we

On October 1st 2010, the Equality Act came into force. This consolidated and strengthened the previous equality laws. This act prevents children and their families from being discriminated, victimised or harassed because of their age, sex, race, religion or disability. Through this act each child, whether already in the setting, or applying through admissions, will be treated in a fair and equal way, with aims for all children to have reasonable provisions to allow them to access all educational areas. Although a school is not expected to make adjustments that are not reasonable, they are expected to make general adjustments, reasonably planned within the school’s approach to planning for SEN children. The Equality Act 2010 outlines four definitions of discrimination, direct discrimination, indirect discrimination, discrimination arising from a disability and harassment and victimisation. This allows school settings to have clearer expectations and implement them. The Equality Act 2010 and the Discrimination Disability Act (DDA) (2005) both aim to ensure each and every child has access to a broad and balanced academic and social curriculum. Following this code of practice in a school, confirms that all members of staff provide the same high-quality teaching to children, as well as displaying professional behaviour.

The Disability Standards For Education revealed multiple forms of micro- exclusion such as the refusal to make accommodations within the environment, to the curriculum or activities thus restricting participation of disabled children, the exclusion from sports, the permission of children to attend school only for the part of the day where funding for an additional staff member was provided, the exclusion from excursions and school camps and the exclusion from work experience placements within the

I never put too much thought into the reaction I give if someone tells me their child has a disability therefore, never noticed if they showed distaste to any apology or sympathy I offered. I’m sure that I am not the only one who has not meant any harm by these things, but the article helps see the situation from the opposing parent’s point of view which offers enlightenment on how to handle future encounters to ensure everyone is comfortable and the language isn’t ignominious. I intend to utilize the wisdom I’ve learned from Ms. Snow’s article in my own classroom one day. Along with her words I now feel inclined to do further research on how to better create lessons, organize my classroom, and provide the proper tools as well as become a support system for any student with any kind of disability both learning and

Including students with additional needs such as Doug in a regular classroom requires a specific change in teaching behaviours. Research conducted this year revealed that the relationship between a teacher and students underpins the importance of fostering a students belonging with disabilities (Crouch, R., Keys, C. B., & McMahon, S. D. 2014). On many occasions Doug should have been treated and catered for differently not only by his peers but especially by his teacher as his rights are protected by the Disability and Discrimination Act 1992 (DDA). The Act directly address the area of

A major part of working with children and young people is to protect their rights and keep them from harm. So it is important that any adult does not let personal prejudices affect their work. They must look at their own values and attitudes and make sure they don’t have an impact on their work. With knowledge and understanding of different cultures and races that are in the school community many prejudices can be overcome. Working with special Educational Needs children and learning about what they can and cannot do – for whatever reason – also breaks

That the need to fit in by participating doesn’t make them a bad person, that statement is of little consequence to the victims or their families. Excuses made by parents, bystanders, and the community no longer hold up in a legal setting. Hearing anti-bullying messages from the different adults in their lives can reinforce the message for kids that bullying is unacceptable. More than half of bullying situations (57%) stop when a peer intervenes on behalf of the student being bullied (Hawkins, Pepler, & Craig, 2001. Prevention is

Children with a learning or physical disability may be subjected to prejudice or discrimination at school because they could be treated differently

The teacher can encourage this inclusion by teaching the students, parents, and other community members about negative stereotypical attitudes about students with disabilities by avoiding negative words, such as “disabled”, or “crippled”, or “handicapped” and to promote positive ideas about disabilities into class work, the student’s play time and other activities. To further ensure that the classroom is promoting equality for the child with the disability, the teacher should incorporate an inclusive curriculum mindset, by adapting the lessons, learning materials and classroom to suit the needs of all the different types of learners including the child with the disability within the classroom.

In such a diverse society that encompasses of wide variety of socioeconomic statuses, ages, genders, sexual orientations, races, ethnicities, and education levels, bullying is unfortunately becoming more and more common. According to the American Psychological Association, on the most basic operational level, “Bullying is a form of aggressive behavior in which someone intentionally and repeatedly causes another person injury or discomfort. Bullying can take the form of physical contact, words or more subtle actions” (Stop Office Bullying, p. 1). The root of bullying can usually be traced back to a power imbalance, often with the superior discriminating based

An individual with intellectual disabilities can face many barriers in not only their academic life, but also their social life. Peter, has faced barriers to his successful inclusion in the classroom. One of the barriers the video mentions is teachers displaying unwillingness to including Peter in their classroom simply because teachers do not accept him or his disability. I believe prejudice is a barrier many people with intellectual disabilities are forced to face at a given point in their lives. I think the prejudice stems from fear and misunderstanding of people who are physically or mentally different. In chapter nine of this week’s readings, it highlights on the importance of individual relationships are between the teacher and the student with a disability. Focusing on a student’s strengths rather than there IQ or weaknesses is essential to their success. “Some teachers focus on her IQ, but that’s not a useful fact. Everything depends on the relationship Rachel and I have with educators, on their skills, and on Rachel’s attitude, behavior, and self-determination.” (Turnbull. p. 187). Another barrier Peter faces is the desperate struggle of wanting his independence, yet still needing outside assistance for things. The loneliness and the inability to properly communicate his emotions are one of the biggest mental barriers Peter has faced. Peter overcame and managed these barriers through

The findings of this study would be beneficial to a variety of actors. Designers of schools can use them to come up with built environments that are responsive to the needs of children with disability. The government can use the findings to develop policy guidelines on inclusive spaces that will enhance the realization of non-discrimination as required by international and national law. Non-governmental organisations focusing on education can use the findings to advocate for more inclusive school designs. Finally, communities and the general public can use the findings to demand from duty bearers the development of inclusive schools that would increase the enrolment, retention, performance and transition of children with disabilities