Full Inclusion

To address the issue of educational rights of the disabled, the Individuals with Disabilities Education Act (IDEA), passed in 1975, established that disabled children had the right to “...a free appropriate public education, [and] the right to that education in the least restrictive environment”(National Council on Disability 2000: 28). The Americans with Disabilities Act, passed in 1990, is arguably the greatest achievement of the Disability Rights Movement. The act greatly expanded the provisions of the Rehabilitation Act of 1973, 1978 amendments, and the IDEA. President Bush, at the signing of the act, proclaimed that “it will ensure that people with disabilities are given the basic guarantees for which they have worked so long and so hard: independence, freedom of choice, control of their lives, the opportunity to blend fully and equally into the rich mosaic of the American mainstream” (President George

The importance of school completion in the transition of students with disabilities to postsecondary life has received considerable attention (Blackorby & Wagner, 1996). However, it appears that students with disabilities do not fare well in their lives beyond high school in terms of employment or postsecondary education (Blackorby & Wagner, 1996). Most students who drop out of school because of a disability often find it hard to find a job then does their peers getting a high school diploma.

The data collected from NLTS:12 Phase II will help to understand the impact of the reauthorization and implementation of the IDEA 2004, analyze the postsecondary education enrollment and financial support available to students with disabilities. The findings will provide a foundation of current and longitudinal information on youth experiences and outcomes that can inform future research and policy discussion regarding transition planning practices, access to financial supports for post-secondary education and employment preparation, and subpopulations of youth with disabilities who are less prepared for college and career.

According to Heller and Factor (as cited in Wood & Jackson, 2003) the number of “older adults age 60 and older who are diagnosed with mental retardation or developmental disabilities is expected to reach 1,065,000 by 2030.” In fact, “in the last 30 years, the life expectancy of people with intellectual disability has increased more dramatically than that of the general population” (Bigby, 2010). Doka and Lavin (2003) report that advances in medical care and a shift to deinstitutionalization have contributed to this increase in life expectancy for developmentally disabled adults. Increasingly, federal policy has linked addressing the housing needs of older adults with those of low-income and non-elderly disabled individuals, according to

While the struggle to find employment in today’s society is difficult for everyone, the chances are nearly impossible for disabled adults. For example, 1 in 3 high functioning young adults

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

The workforce Innovation and Opportunity Act (WIOA) and reauthorization of the Rehabilitation Act created the Independent Living Administration. Centers for Independent Living (CILs) are “advocacy-driven organizations that are run by and for people with disabilities (p.3).” CILs wants to see people with disabilities valued equally, and capable of doing anything in society without discrimination. One of the things to help achieve their envision to participate fully is by their core service by WIOA which is called Transition. This service helps the transitions from nursing homes to community-based residencies, the ones at risk of entering institutions, and the youth with significant disabilities.

The recent troubles of the Social Security Administration (SSA) along with the dismal education and employment outcomes of children with disabilities on SSI have propelled policy makers to find creative solutions to save money and slow dependence on SSI. The push for greater independence and self-sufficiency of SSI recipients have always been recognized; however, has never been more critical. In recent years, one of the largest recipients of SSI benefits are teenagers. According to the SSA 2013 Statistical Report, children 18 years and under accounted for 1.3 million SSI recipients and since 2000 has grown by approximately

Living with disabilities on a daily basis can be more difficult then some realize. Many people who are born with developmental disabilities start their education and therapy at a very young age and there are also those people who have been diagnosed with a disability sometime during their lifetime. But what is there for them to do once they have graduated from high school or are told they are too old to continue in a regular school or they are simply told they aren’t accepted in the “normal” community? In all reality there really

In support, a detailed vignette will be completing the document where I will share/reflect on the SSI policy based on our family’s personal experiences, pros and cons, and how we have adjusted in the past twelve years being recipients of the SSI program. Having a daughter born with Chronic Kidney Disease (CKD), stage four, has changed our lives due to all the managed care necessary to improve her quality of life and most importantly, her overall wellbeing. From this experience/analysis, I will be reaching a personal conclusion based on my independent experiences with the SSI policy and the related sub-policies associated with low-income disabled

According to Pyle and Wexler (2012), students with disabilities are disproportionally represented in high school graduation rates. Millions of students with individual education plans (IEPs) lack a high school diploma which then in turn affects their ability to secure

Moreover, the ones that have been placed in subsidized workshops are being segregated from the rest of the workforce and are expected to do simple tasks that do not allow them to reach their full potential. These workshops not only segrate the people with IDD but may also negatively affect people with IDD emotionally. Loneliness and rejection face many people with IDD who work in sheltered workshops. How is one expected to feel once they are segregated from such a large community? As a result of these many negative effects, subsidized workshops should be abolished from every state in America. Subminimum wage should also be nullified to people with IDD because it is disability discrimination. Many people with IDD who are currently employed earn less than the minimum wage and some even work for one dollar and twenty five cents an hour. The amount one earns from one’s labor should not be determined by IDD. Does the labor of a person with IDD cost less than the labor of a person without an IDD? It is time to stand up for those who are unheard and told

There have been many studies done that present data and research that intellectual disabilities do not always hold people back from being capable of living on their own and knowing how to take care of themselves. N.M. J. Kuijken, J. Naaldenberg, M. W. Nijhuis-van der Sanden, and H. M. J. van Schrojenstein-Lantman de Valk present these studies in an article titled, “Healthy Living According to Adults with Intellectual Disabilities: Towards tailoring health promotion initiatives.” The results of the study were described as, “The study shows that adults with mild to moderate ID have a good understanding of what being healthy and living healthily constitute” (Kuijken et al., 2016). This research shows that these people do have an understanding of what it takes to live on their own and be healthy. Although this shows they have an understanding of the concept, it does not provide enough information that shows they can live on their own. A flaw in this research might be that even though they can perceive what being healthy means, they still must be capable of performing actions on a consistent

This study intends to explore on the services offered to students with disabilities, and the outcomes of these services to their education and career goals. It will examine if the obstacles faced by special needs children have to do with how effective the policies are in addressing the needs of such children. This study is important to children with disabilities because it can help them discover the education opportunities available for them, the institutions they can rely on for economic support, and the treatment they should expect from the society.

The focus on inclusion has risen up the political and statutory agenda, to such an extent that there is widespread evidence of