Educational Isolation Gap Between Students With Disabilities And Those Without Disabilities

Everyone is going through a battle that we may not be able to see; however, “American society [is often] unaware or indifferent to the plight of people with disabilities” (Davis, 2013, p. 486). Ableism is one of the most ignored areas of social justice in America. Through my own experiences, I learned that the educational system in particular is not a very knowledgeable, or flexible environment in giving accommodations for students with disabilities. Those who are able-bodied, and do not have invisible disabilities, easily fit the paradigm of an able student in society, i.e., being able to walk to every building, climb stairs to get to class, complete assignments in the allotted time, etc. Our society has socially constructed disability

Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went

The right of entry to education resources is more than uncomplicated admission to a college. The right to use means to provide students with the devices they will need to be victorious in higher learning. Students with a recognized disability ought to be no omission. In reality, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, “ensure that all qualified persons have equal access to education regardless of the presence of any disability.” Objective replacement, class waivers, and revision of classroom management, testing and course necessities are all illustrations of behavior to supply access for the learner with a disability. A break down to the creation of such practical adjustments can place schools in breach of federal and state statutes, ensuing expensive fines.

Sanson (2005, p. 3) believes that when it comes to accommodating students with disabilities, scientists, practitioners, and politicians are necessary to the process as a whole and communication between these individuals is essentia.

In the past, many deaf or even hard-of-hearing students were sent away to special schools for the Deaf, and were not able to associate with the hearing at all. Now, many schools, both public and private, have programs to help these students and make sure that they can stay in a regular school that is close to home.

As Martin (2015) stated, “issues on college campus are virtually invisible due to the absence of dialogue about, and programs to address, student disparity in regard to social class” (p. 472). Students with disabilities who also come from a low socioeconomic status (SES) may be at an additional disadvantage in their fight for accommodations. At most colleges and universities, student disability centers require multiple doctor notes, letters, and copies of tests to establish one’s “disability identity” to receive an accommodation. However, these visits to doctors and specialists can be very costly and time-consuming. These students may not be able to afford all the doctor visits or have the time due to working jobs, or their parents working jobs and not being able to research the correct practitioners. As Martin (2015) stated, “Students from low SES background[s] who matriculate into higher education continue to be at a disadvantage compared to their peers from higher SES backgrounds” (p. 472). As professionals, we must remember this crucial intersection of identities. Working in higher education, we may be able to connect student to resources, such as financial services, or waive the

Today’s society is different in its thinking when dealing with people with disabilities. There had to be many changes made in its labeling, and approach when dealing with people who may have physical/mental differences. The ostracize behavior that people were known to disturb in society has changed a great deal, due to the many federal laws that have been put in place to insure the well-being of people that have disabilities. In 1972, one very well-known case is Mill vs Board of Education of the District of Columbia this case address how the constituted rights of students were not being meet by not providing them with a public education.” Many disabled children had been excluded from public education prior to 1975,24 Congress, through the Act, sought initially to set up a process by which states would find children in need of educational services and bring them into the system”(Kotler, p.491,2014).

A big question that is brought up in deaf culture is “should a deaf child be in a mainstream environment or not”. Mainstreaming is where you put a deaf child in a hearIng environment. Most Deaf individuals are against mainstreaming because, they are afraid if they put there child in a hearing school that the child will feel isolated and alone. There was a law passed called the Individuals with Disabilities Education Act (IDEA). The law requires the state to provide a free appropriate public education to students with disabilities. This ensures students with disabilities are provided with Free Appropriate Public Education (FAPE) that is fit for their individual needs. The Individuals with disabilities Education Act requires the state to provide children with disabilities to have a “Least Restrictive Environment (LRE)”. Many hearing people consider a (LRE) a mainstream public school. Although most Deaf people think (LRE) is a residential school

I read Madaus, Kowitt & Lalor’s (2012) article entitled “The Higher Education Opportunity Act: Impact on Students with Disabilities,” as it directly aligned with my working dissertation surrounding the issue of lack of postsecondary education and programs access for students with disabilities.

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

All students in the United States are entitled to education in the least restrictive environment on an individual basis (U.S. Department of Education, 2004). For students to receive their least restrictive environment individual education plan (IEP) team of education and health care professionals needed to provide appropriate interventions to help a student to be successful in an academic setting. One of the disabilities that has specific interventions or technologies in place are the deaf or hard of hearing students. The average deaf or hard of hearing student graduates from high school with a third or fourth grade level (Mueller & Hurtig, 2010). Since their reading levels are so low, research of technology is needed to help boost academic

The purpose of this article Navigating University Policies to Support Postsecondary Education for Students with Intellectual Disabilities (Plotner & Marshall, 2014) is to introduce students with intellectual and developmental disabilities into the college environment with expectations to gain an outcome of employment, to become independent, broader knowledge and skills that will excel them into the working force. In the past college was not an option or even a choice for those with intellectual and developmental disabilities, it was out of their reach. Lack of finance and support was the number one issue. Students who had disabilities in the past only alternative was to stay in school until they turned twenty-one. Nothing else was offered or

For most of our nation's history, children with special needs or disabilities were shunted aside. In spite of mandated education laws that had been in place since 1918, many students were denied education and

My thinking about disabilities have brought me to the topic when questioning why an education is not enough. While the thought of being able to generate an income after college sounds appealing to most students the disabled person is limited or struggling to earn the same degree as a functioning student. The conditions under which disabled people live throughout their daily lives are piled on top of the tasks and demands of college.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S