Physical Disabilities In The United States

Both U.S. and Chinese school systems have strengths and weaknesses. However, education for children with disabilities in Afghanistan continues to lag well behind China and the United States. There does not seem to be any conclusive and accurate data on the number of children with disabilities in Afghanistan. However, due to injuries as a result of conflict and war, physical impairment is one of the largest groups (Miriam et al., 2009, p. 33). There are limited educational facilities for children with disabilities in Afghanistan and the majority of them are deprived of education. Afghanistan can learn how China and the U.S. provide access to their students with physical disabilities through creating accessible environments.

The US helped aid the UN to serve all its citizens with disabilities. For education the UN’s preamble was also written with on crucial addition, Article 24. Article 24 specifically mandated the UN’s goals in education for children with disabilities. Article 24 calls for an inclusive education with a full front commitment from the state. It looks at the child with severe intellectual and developmental disabilities, and administers solutions to address their gaps in education. For example they can now learn in different languages; Braille, sign language, and low vision aids. The child may also receive support in the classroom with aids, different structured classroom environments, and other adjustments. For the system to work parents, children, and the school system must be on board to better the child’s education.

Since the 1770s, researchers have struggled to understand what makes individuals with disabilities act and think the way they do as well as the underlying cause of various disabilities. While much about the many different disabilities remains a mystery, a great deal has been uncovered over the last two and a half centuries. Because of advances in both medical technologies as well as the human understanding of the mind and body, there is a great deal more that can be done for individuals with disabilities both in today’s society and the education system.

How many people in your life do you know that have some type of disability? When most people hear the word 'disability' , they immediately think of someone in a wheelchair. However, to have a disability can consist of a number of variations, such as limitations with vision, hearing, ambulatory, cognitive, self- care or individual living. According to the World Health Organization, a disability is “any restriction or lack (resulting from any impairment) of ability to preform an activity in the manner or within the range considered normal for a human being” (WHO). The United States Census Bureau reports that about 56.7 million

There are many types of disabilities, such as those that affect a person’s vision, movement, thinking, remembering, communicating and developing social relationships. There may be limits to a person’s ability to learn at an expected level and live independently. These disabilities can be caused by injury, disease, a problem in the brain or genetic disorders

Women with disabilities face obstacles and prejudices in various aspects of their lives, such as education, employments and housing. Discrimination experienced by women with disabilities is complex since it is the result of the intersection of multiple oppressions related to disability, gender, sexual orientation, level of urbanization, ethnicity and culture, age, economic circumstances and employment status. Disability is a cause and consequence of poverty; it is a cause because it leads to job loss, less wages and many other barriers including education. it is a consequence because poverty limits access to health care and protective services There are many negative impacts that disabled women have to endure, these include various types of barriers. Communication barriers are experienced by people who have disabilities that affect hearing, reading, writing, speaking and/or understanding. Physical barriers are structural obstacles that prevent or block mobility and access. Policy barriers are the lack of awareness or enforcement of existing laws and regulations. Programmatic barriers limit the delivery of public health or

People with disabilities are constantly overcoming obstacles only to encounter more. According to the United Nations, “the term ‘persons with disabilities’ is used to apply to all persons with disabilities including those who have long-term physical, mental, intellectual or sensory impairments which, in interaction with various attitudinal and environmental barriers, hinders their full and effective participation in society on an equal basis with others” (United Nations, 2007). The prevalence of persons living with a disability nationwide is unknown, due to

Vulnerable populations such as individuals with physical disabilities require more specific nursing care, whether it is in a hospital setting or out in the community. According to the Physical Disability Council of North West Sydney (2009), "physical disability pertains to total or partial loss of a person’s bodily functions (ex. walking, gross motor skills, bladder control etc.) and total or partial loss of a part of the body (ex. an amputation)". John Hopkins University states, “physical disabilities result from congenital conditions, accidents or progressive neuromuscular diseases” ("Physical Disabilities"). Physical disabilities have varying degrees of severity; the same disability can affect individuals in different ways. According to the Centers for Disease Control and Prevention (CDC) (2015), in the United States there are “35.2 million or 15% of adults with a physical functioning difficulty”. Having a physical disability is not a lifelong debilitating sentence for all; many people with physical disabilities have jobs, families and lead a fulfilling life ("What is Physical Disability?").

This community has plenty of things to focus on, like work, family and a social life. All of those things should be important to them, yet focusing on people that need help should be something they do as well. There are people that deserve to be helped but almost no one helps them. These people have either mental or physical disabilities that stop them from being happy. People with bad emotional and physical health should have more attention because they get neglected by society, they have economic problems, and they could be pushed to harm themselves. These people should not be going through hard things in their

All educational policies, says the Framework, ‘should stipulate that disabled children attend the neighbourhood school, ‘that would be attended if the child did not have a disability.’ (UNESCO, 1994., p.24)

Individuals with significant disabilities often possess common motor characteristics related to the deficiencies they have. Whether chronic or acute, these health issues have a significant impact on the livelihood of the individual. When relating to and teaching those with significant disabilities, it is important to understand the motorical characteristics and the impact those characteristics have on an individual.

To start off I am going to talk about discrimination in India and more specifically how it affects women with disabilities. The first thing I want to leave you with is a quote from a source that I found very interesting, “Women and girls with disabilities in India are forced into mental hospitals and institutions, where they face unsanitary conditions, risk physical and sexual violence, and experience involuntary treatment, including electroshock therapy.

There are numerous disabilities that exist in the world today that can affect people’s physical or mental ability which can be taken care of through rehabilitation or medication. Despite science and psychology’s progress at providing more help for people with disabilities, they are still at risk for discrimination and segregation in society. Even regardless of the societal barriers that exist against people with disabilities, environmental barriers such as stairs or lack of transportation can greatly limit a person with disabilities’ access to the world. These obstacles exist in Hong Kong and it can lead to isolation, depression and restricted opportunities. Although Hong Kong along with other countries has passed ordinances to help combat

Singal, D. N. (2015). Education of children with disabilities in India and Pakistan. United Kingdom: University of Cambridge. 44 pp.

The Universal Declaration of Human Rights (UDHR) states that everyone has the right to education and education shall be free – at least in the elementary and fundamental stages. However, in poverty stricken nations millions of children remain unschooled. The most persistent barriers to education are political and economic instability, conflict and extreme household poverty. These factors alone account to more than half of the worlds out-of-school children. This refers back to multiple articles, for example, Article 2, where ‘Everyone is entitled to all the rights and freedom set forth in this declaration, without distinction of any kind such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or any other status.’ However, children with disabilities, who speak different languages, are poverty stricken, in child labour, live in conflict-affected situations, or are female e.g. are not catered for. Despite the protections listed in the