Response And Analysis Of John Hockenberry's 'Moving Violations'

Students with disabilities need to be physically, programmatically, and interactionally included in classroom activities that have been planned by a qualified teacher in conjunction with support staff as needed.

An inclusive school culture is essential for the wellbeing of all students including those with a disability.

Everyone is welcome at my childcare service and we strive to ensure that the children learn about the importance of inclusion and the acceptance of others. I try to explain that in many cases it can just be fear of not knowing or understanding but this makes for a fantasic learning experience to discuss and learn about other peoples religions, cultures and so forth and that differences are good. In our play room there are many books, puzzles, pictures and other toys that promote the inclusion and acceptance of all groups of people including disabled, black and other ethnicities and the elderly but to name a few. You may also like to read the equal opportunites policy.

Gate control theory was first described in 1965 by Melzack and Wall. (Gate Control Theory. 2012). The gate control theory recognizes that stimuli other than pain pass through the same gate. (DeWit, S., Stromberg, H., & Dallred, C. 2017, p.124). The gate control theory states that when the gate is open, pain sensation is allowed through; when the gate is closed, pain is blocked. (DeWit, S., Stromberg, H., & Dallred, C. 2017, p.141). The theory relates to nursing practice in several ways: two type of nerve fibers – small-diameter and large-diameter – carry pain stimuli, activity in small-diameter nerve fibers open the gate, and activity in large-diameter closes it, increase in anxiety open the gate, and decrease in anxiety closes it. Fear that pain will not be controlled may increase pain intensity, and knowing pain is being controlled reduces pain. (DeWit, S., Stromberg, H., & Dallred, C. 2017, p.124). Pain is a “neuromatrix” where pain is a multidimensional experience, which stimuli are influenced by experience, cultural learning, and

The world as we know it has had many issues that has affected the lives of many people in our community. Some of these issues produce a negative response or unfair opportunities for the people with these issues. One type of issue that can be affected negatively in our community is child disabilities or any disabilities in general for that matter. The life of a person with disabilities could be a huge issue if the community keeps responding the way they have been responding.

Accessibility – A pupil in a wheelchair needs to have as much access to classroom facilities as others. Furniture and resources may need to be moved to allow for this.

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.

The disability community is the largest minority group in the country. It includes people of

Inclusion in classrooms can further benefit the communication skills and sense of community among students with and without disabilities. “Children that learn together, learn to live together” (Bronson, 1999). For students with special needs, inclusive classrooms provide them with a sense of self-belonging. The classrooms provide diverse environments with which the students will evolve feelings of being a member of a diverse community (Bronson, 1999). For students without disabilities, they learn to develop appreciation of the diversity. The classrooms provide many opportunities for the students to experience diversity and realize that everyone has different abilities that are unique and acceptable. From this realization, the students will learn to be respectful for others with different characteristics (Bronson, 1999). Inclusion in classrooms is beneficial to all students’ individual and community growth.

Another obvious physical disability is an individual's confinement to a wheelchair. People who cannot walk under their own power are usually at a great disadvantage. Many times there are no special considerations made for these people. Even some typical expressions demonstrate this lack of compassion, such as "I have to run to the store", or "I'm going for a walk." People in wheelchairs are often considered weak and unable to care for themselves. However, some advances have been made in our society that encourages the independence of these people. Wheelchair ramps, handicap parking, and cuts in the curb of sidewalks are just some of the more obvious changes that have been made to better accommodate these people. But some problems may still occur for people in wheelchairs. Some hallways and doors may not be wide enough for the chair to fit through and when it is icy outside it is very easy to slide if the pavement is not sanded properly.

In my opinion the education departments are not doing enough to encourage schools and explain to the teachers the benefits of inclusion to both the children with disabilities and the rest of the students (Ashman & Elkins, 2009). Children are our future and it is important that through inclusion they learn to understand that differences make us who we are. I think it also further teachers the message to booth the children and the rest of the community that of social justice which says just because your different doesn’t mean you don’t deserve fair treatment (Ashman & Elkins, 2009).

This controversy may stem from the fact that inclusion is expensive and experts disagree about how much time disabled students should spend in regular classrooms (Cambanis, 2001). Although this topic is controversial, it cannot be ignored. Inclusion will, at some point, affect 1% of all children born each year, who will have disabilities and the families and educators they will come in contact with (Stainback, 1985).

Children with special needs are slightly different from non-disabled kids, but they’re should not be a barrier between non-disabled children and children with disabilities. Special needs covers a wide range. Some children with physical disabilities use wheelchair, or cane while other children with learning disabilities such as, autism, or emotional disorder. Children with special needs are like all children they want to make friends. Non-disability children want respect, love, good education and job of their dream. Children with special needs can do the same things non-disabled kid do, but it can take them longer. It requires additional explanation or attention. Parents of children with special needs usually feel isolated and uncertain about their child 's future. Schools can help them find support that children are not alone and help is available. Teachers should meet with parents in order to get to know the children better, the specific of their children. Special teachers may come into the class to work one-on-one with the student, for individualized attention. Change begins with an honest examination of understandings, knowledge and belief. Children with special needs should spend more time with non-disabled kids. Children with special needs should study more at public school to learn from

For years children with special needs were ushered off to separate classes and schools. Children with special needs have the right to attend classes with their same aged peers in the same classroom with support. Students with special needs deserve the same opportunities they would have if circumstances were different. Inclusion gives those students with special needs the chance to be part of the community; able to form relationships outside of the family unit. All students benefit from inclusion; students with disabilities develop social skills and develop friendships while non-disabled students learn tolerance and acceptance.

A lot of people do not agree with inclusion in classrooms. They say, “the disabled student might be disruptive” or “the other students might get upset when the teacher has to slow down for the disabled student.” All students have their right to an education, whether it be inclusive or not. If a student is disruptive, the teacher should be able to handle it. Although people think inclusion has many disadvantages, there are far more advantages and benefits for all students, teachers, families and even for communities. Since everyone can benefit from inclusion,  we as society should make schools and communities inclusive.