The Discovery Of Hyperkinesis: Article Analysis

When children with disabilities were denied access from the public school system, they were taught separately from the general population and were placed in isolated special education

Over the course of this semester, I have come to the realization that above all, students with disabilities need to be treated with the respect and dignity that one would give any other child. This is why it is important to talk to and about people that have disabilities with “people first” language (Evans, Civil Rights Final Day, 9.17.16). This stems from the idea that a perceived disability is just one of a person’s many attributes. Students with disabilities are people that have individual abilities, interests, and needs. By using “people first” language, one emphasizes the importance of the individual over their diagnosed disability. According to The Arc, an organization that advocates for people with disabilities, “the language in a society used to refer to persons with disabilities shapes its beliefs and ideas about them” (The Arc, 2016). Using “people first” language not only ensures the person in question knows that they are valued, but it also helps set a precedent for the perception of people with disabilities in one’s environment. It also gives the student the opportunity to define his/herself, instead of being identified solely with their disability (The Arc, 2016).

In terms of illness being “deviant,” the concept of medicalization has become important in the study of deviance when looking at the debates surrounding the “sick world” and the insanity defense. Some people try to use the

I believe that people’s perception does play a role in the success of students with disabilities. It is human nature to stare, fear or ridicule people who appear or act different from what we consider to be normal. For students with physical handicaps or limitations, their self-image is very important to them. They get upset and sometimes depress because they can’t do certain things as other children can because

In this essay, I intend to look into the power of the medical model in relation to people with physical and mental disability. I will look at the impact of medicalization on people with medical impairment as well as some key concepts in medical sociology (Gabe, J. and Elston, M. A.2004). I will then compare the medical model with the social model and consider the effect they have on professionalism and dependency and I will discuss the binaries in the medical and social model plus the political, cultural and economic impact in the society. I will discuss the limitations, policy, guidelines and legislations and how the medical model of disability can contribute to social exclusion, segregation and discrimination, and then look at how this depersonalize and deinstitutionalize people’s individuality and the impact on person-centred care, the infringement of people’s right on issues of confidentiality and autonomy. I explore the challenges of disability and access and the reconceptualising role of the ‘Medical Model’ in issues of disability and rehabilitation. In health sciences, good medical and clinical practices are based on moral and logical thinking. Although the medical model is learned by doctors in their original training and in theory, then brought and adapted to the field of mental health by psychiatrists that inform both mental

Evaluation: In early 1970, children with learning disabilities were treated much differently than the peers that were at appropriate grade level. In this student’s case, the school system segregated the special needs students placing them in special classroom and labeled them as “slow learners”. With the teachers and school administration lack of knowledge on helping students with disabilities, students were at a disadvantage in receiving a fair education. Children felt as

People who are mentally ill or disabled are often stigmatized in society and deemed of lesser value than those who are “normal,” meaning they do not have a mental illness or disability. There are only a few options for treatment within the disabled community and all of the options are unfair. They are, hospitalization to imprisonment to being homeless. These so-called treatments for those who are considered “abnormal” and “sick” dehumanize them, prevent them from making their own life decisions, devalue their quality of life, and further perpetuate stereotypes by separating the normal and abnormal people (as if they are different). In my paper, I will utilize the article “A Training Ground for Untrained Artists” by Nathaniel Richdec and a

…“Children with disabilities should be educated in the most open and normal environment possible (the least restrictive environment); when needed, evaluations, diagnose, and treatments should be done without stigmatization and discrimination.”… (Pg. 176)

Factors of the medical module such as age, external and internal influences and home life may have explained why those things are affecting John’s behavioral problems. Between the massive change in behavior, school and social skills, it is clear that the physical abuse John endured has had a significant impact on his life. John may have been labeled a “deviant” in society because his condition is not widely understood by everyone. Just as there are many people that don’t empathize with certain physical disabilities, there are just as much if not more that don’t understand the weight of a mental disability or disorder. The quick and easy way to dismiss the lack of knowledge is to confine John into the “deviant” category. If John was constantly being reminded of his academic challenges by being labeled as a deviant that may prevent him for striving beyond his given “label”.

Although in many cases teachers have the students’ best interest at heart and hope to benefit them from a referral for an evaluation, inappropriate labeling can bring serious consequences for pupils. As noted on Truth in labeling: disproportionality in special education (2007), once admitted into the special needs program, students tend to remain in special education classes, they are more likely to encounter less rigorous curriculum and lower expectations, they often face social stigma, and have less contact with academically able peers.

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).

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 labelling theory are the actions of individuals who are labelled or seen as deviant. The theorist Becker suggests labelling theories which is to look beyond by just the norm-breaking act but instead focuses on how society view people who are deemed as deviant in this case physically disabled and reactions from society whether it is good or bad. Physical disability is when a person lost full or partial loss of their bodily functions. Labelling perspective is still relevant in our society and for society to be able to look beyond the norm breaking; society needs to develop an understanding about the difference between ‘disabilities’. Stigma labels may produce the deviant behaviour that is being condemned and therefore individuals can ‘become’ the thing that they are ‘labelled’ as. ‘Stigma are bodily traits, marks or features that are in some way unusual’. Which can occur as a consequence for social rejection.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

Whilst there is no one single definition of special education there are some inherent similarities between the various definitions given by a plethora of philosophers, politicians and academics. Special Education is a form of instruction that is designed to meet the needs of students with disabilities in order that they can learn the very same skills and information as other students in school (Giordano, 2007; Osgood, 2005). Under the banner of special education there is high prominence placed upon individualised