The Education Of Children With Disabilities

In this essay I will address the ways in which mainstream schooling is culturally bound, and why this is a problem for those who have disabilities. Mainstream schools can be determined as a school of traditional education or a ‘normal’ school (Spielgaben, 2015). This categorises mainstream schools within New Zealand as schools of English medium that follow the New Zealand Curriculum and are state schools. These English medium schools work with the National Standards system which set specific expectations for students to have met in the key learning areas of reading, writing and mathematics (Ministry of Education, 2012). This system is just one of the ways in which mainstream schooling is culturally bound. The Oxford Dictionaries (2015) defines culturally bound as ‘restricted in character or outlook by belonging or referring to a particular culture.’ Due to these schools following particular systems it makes it difficult to cater to the different groups that attend these schools. The second way in which mainstream schooling is culturally bound, that I will address, is that most often teachers in these schools do not have the time, resources or skills to teach the diversity of disabilities due to a stronger focus of teaching by the curriculum. This results in more efforts needing to be made to support those with disabilities. I will focus on the common disabilities and special needs in the context of students in mainstream schools, such hearing impairments, physical and

There have been many changes in education over the last twenty seven years, especially in the area of Special Education. There has been constant revisions of the laws both at the government level and at the state levels. With each revision comes new hope for students who have disabilities. Being part of these experiences have helped in leading others through this profession. Through shared visions and inclusive actions by parents, administrators, advocacy groups, and more, students with disabilities continue to gain more chances at opportunities to live very productive lives. These advancements are, in large part, due to people willing to sacrifice time and energy promoting student rights. Going through the different experiences in this field, how situations are handled, continues to change, and for the most part, they change for the better. This could be due to different advocacy agencies campaigning on how the needs of the students come first.

Working at an Elementary school in Newark it is very clear that every school must obey and put in effect rules and policies. Since working in a school setting with the social work department/Special Education team, these departments themselves have their own policies to follow. One of the major policy i've noticed while working at my field work is the Individuals with Disabilities Education Act (IDEA) is a law that makes available free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children (sites.ed.gov/idea).

Those individuals who have a disability and are not able to read or write is discussed throughout this journal article. Education that is inclusive is suppose to guaranteed to those students who are disable. They have the right to be in a program within the school that offers them support. Resources offered in the community school aren’t given to adults, so children need to take advantage of these services being offered. Yes, education as a child is very important, but at the same time adults need to be given the chance to be provided with services in the community that will help them learn. Disable adults need just as much thorough effort to the rise of being able to have the readiness to the easy services as it pertains to literacy and proficiency.

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).

The ability to understand, acknowledge and adapt to students with disabilities is vital to the success in post-secondary education. Hutcheon and Wolbring compare ableism socially and physically between students with and without a handicap and see the issues present in the educational systems currently in place. The demographics of the study reflect an unbiased and fair selection of participants with numerous different types of disabilities to examine. Narratives from participants display a personal relation to the text which give a better grasp on not only the data behind the study, but an ethical repercussion of living with the disability listed. The limits of the participants with physical ailments was displayed through the idea of ableism throughout the course of the study; what they could and couldn’t do and why. The attitude of the caregivers in numerous cases reflected the success and impression that the participants would take away.

Thirteen percent of the current population has at least one physical or cognitive impairment. As the population of Earth increases, the amount of individuals with disabilities increases as well. In fact, the percent of students with disabilities enrolled in school increased from thirteen to fourteen percent between 2015 and 2016. To provide free education for children of all abilities and without discrimination, the government set up the public school system.

We need to always be conscious of our attitudes, views, and understandings of all children whether disabled or not. It is essential to keep in mind the inclusion of all students rather than assuming their abilities. I’ve observed that people do not have the same expectations for people with disabilities as they do for able-bodied people, and that feeds into the misconception that people with disabilities “can’t do” because they are often encouraged to underachieve. Through my experiences i have learned the difference between a person with a disability and a disabled person. A disability can truly be something that just puts a person at a disadvantage. This fact may limit some; however, it certainly does not define their capabilities. As a teacher I would be sure to always keep that in mind in order to not prejudge my student or doubt their capabilities. As educators in general we need to keep this in mind to avoid underestimating or excluding any of our

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.

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

Technology surrounds us everywhere we go, life without it is not even an option anymore. When you walk into restaurants you can now pay, order your food and even play games on a tablet at your table. Walking around a college campus, you see everyone sitting on their phone, now even elementary kids are learning with the help of an iPad or a tablet. Some schools have yet to find a fund to get the iPads in their classrooms. Using iPads in a classroom can help keep the students stay engaged, and learn in a fun way. Research has shown that iPads have increased kids testing scores dramatically. They help the school save money by not having to pay for books, paper, calculators, etc. Now that iPads hold all those materials needed. It gets the teachers engaged with how the students are learning, and doing class activities to get everyone more involved. Also, iPads have been a great benefit for children with disabilities. They have created apps for schools to download that help them with cognitive learning problems, and now iPads also have where they can read things to you. I think technology in the elementary schools would benefit the kids and teachers in many ways. We need to come to realize technology will take over, and adapt to the changes coming.

Years of research have been done to help our understanding of how to effectively include students with disabilities in general education classes. There are a lot of concerns of whether or not full inclusion is appropriate for all students, how you address certain concerns, how to communicate and involve parents and a lot of other things. Everyone has their own personal views and why they feel the way they do. The controversy will always remain on the topic of students with disabilities and their education.

The site for this study will be a local high school with both female and male learners with Special Education Needs (SEN) and learning disability. The research will target or focus on one of the schools with a high number of disabled students to ensure the statistics taken are more conclusive for the study. Together with the school administration, 9-12th-grade teachers, students, and counselors we will attempt to come up with the best and efficient mode of conducting the research. Addressing the issue of young people with disabilities requires the inclusion of a larger audience such as the students, teachers, and administrators (Supports & Center, 2004). According to Milsom, counselor’s assigned the role of preparing students for the job and life outside school has failed to adequately present the disabled students with skills to cope with life after school (2002). The research records the type of instruction and skills taught to the students, looking for the relation of the information and survival in the outside world. The study will collect data by asking the students questions related to survival outside the school and rate students according to the level of preparedness. Through such information, the research can offer a clear understanding of the issue to be discussed as well as the culture in the schools today concerning their ability to prepare learners for employment environment and real life after school.

The following research was carried out at a local high school with both female and male learners with disability. The research has targeted one of the schools with the highest number of disabled students to ensure the statistics taken are more conclusive for the study. Together with the school administration, 9-12th-grade teachers, students, and counselors we came up with the best and efficient mode of conducting the research. Addressing the issue of young people with disabilities requires the inclusion of a larger audience such as the students, teachers, and administrators (Supports & Center, 2004). According to Milsom, (2002), counselor’s assigned the role of preparing students for the job and life outside school has failed to adequately present the disabled students with skills to cope with life after school. The research records the type of instruction and skills taught to the students, looking for the relation of the information and survival in the outside world. The study will collect data by asking the students questions related to survival outside the school and rate students according to the level of preparedness. Through such information, the research can offer a clear understanding of the issue discussed as well as the culture in the schools today concerning their ability to prepare learners for employment environment and real life after school.

This proves to be a worthwhile endeavour that is both significant and essential to learners in this 21st century. This is a momentous time especially in light of the fact that Trinidad and Tobago like many other countries before it, has embarked on an educational venture that will facilitate students with disabilities being educated alongside their age and grade level non-disabled counterparts.