The Effects Of Special Needs On Children

The UN Convention on the rights of the child (1989) added to the Warnock Report by stating that disabled children have the right to be included in mainstream education, allowing the child to achieve the fullest possible social integration and individual development. The ramifications for

Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went

The purpose of this work is to inform the public about what it is really like for people with disabilities both inside and outside the United States. For example he talks about how during research that the Human Rights Watch conducted, they “found that some school administrators refuse to admit children with disabilities because they believe these children are unable to learn, unsafe around other children, or engage in disruptive behavior” which is a harsh reality for disabled kids around the world because they are seen as inept, or unable to do the same as the kids without disabilities.

Children with disabilities are more likely to mistreated than any other children. After doing this term paper it really makes me think of how we can change these kid’s life in world. As a student studying Early Childhood Education it is important that this change starts at teachers. As teachers, we need to be more aware of the children we get. Need to be more aware of how we can better children education no matter the concerns or disabilities. It has been really eye opening for me to this assignment, seeing that the kids who are despite need of our love and help are not getting that. Clearly, children with disabilities in foster care are not getting the treatment and needs met that they should. Children are even getting misdiagnosed everywhere in the world so someone can gain more money. After reading my paper please consider someone of my questions. Why is money more important than children wellbeing and needs and wants to be meet? How was educator have we not done a better job helping these

Since the 1950s, the United States and other countries started a new way in the de-institutionalize the care of vulnerable children which is, close down orphanages in favour of substitute care and accelerated adoption. Besides, western countries started to give up their children without placing them for adoption, and thus, the need to operate large orphanages has decreased. These issues have resulted in a dramatic reduction of local orphans available for adoption, requiring many adoptive parents to orphanages in the Third World.

Data taken from the 1997-2008 National Health Interview Surveys of US showed that 1 out of every 6 children had developmental disabilities (Boyle et al, 2011). These disabilities were tabulated as including autism, attention deficit hyperactivity disorder, and other forms of developmental delay. According to the survey, these disabilities increased and now require more health and education interventions. Children aged 3-17 years old participated in the survey. Parent-respondents reported their children's diagnoses as including attention deficit hyperactivity disorder, intellectual disability, cerebral palsy, autism, seizures, stuttering or stammering, hearing loss, blindness, learning disorders and other forms of developmental delay. These disabilities were much more prevalent in boys than in girls. They were lowest among Hispanic children as compared with non-Hispanic white and black children. Low income and public health insurance were associated with the prevalence. The rate of these disabilities increased from 12.84% to 15.94% in the last 13 years. Autism, ADHD and other developmental delays increased in all socio-demographic sub-groups, except for autism among non-Hispanic black children. The survey called for additional research on the influence of changing risk factors and changes in the acceptance and the benefits of early services (Boyle et al).

Developmentally disabled individuals for many years were not assured the basic rights afforded nondisabled people. People with mental disabilities and illnesses were relegated to the status of second-class citizens, and therefore few services were provided to aid in improving their daily lives. Nonetheless, many families of mentally disabled children continued to raise them in their own homes”

Special populations is any student who obtains a disadvantage or barrier that affects their learning. The disadvantages or barriers include disabilities, economic status, single parent households, foster care, homeless, English Language Learners, sexual orientation, racial and ethnic minorities. Students with disabilities could range from one factor to multiple factors and can obtain a 504 plan or Individualized Education Plan and Behavior Intervention Plan. These plans are implemented with the Response To Intervention (RTI), which closely documents students learning and behavior by the educators, and the data is looked at closely by the school psychologist, teachers, parents (guardians), and administration. Additionally, speech pathologists, occupational therapist and the school nurse participate in the RTI process as needed.

I used to cry when my father took me there. I didn’t feel like I was like the other children” (Human Rights Watch). Balkumari is a young woman with a physical disability that makes her have a difficult time walking. Her father did not let her attend school until she was 11 years old. She did not like the school because she felt that she did not belong there. This is because the kids in her school felt uncomfortable around her, which probably led them to turn away from her and make her feel like she did not belong there. The kids were not around her enough to get to know her personally, instead of knowing her for her disability. Looking at this story, it shows that we need to integrate disabled and nondisabled students together, so they can get to know each other and get to know their personalities, instead of looking at them for the tasks that they are limited to doing. Overall, it is clear to see that the third reason not enough is being done for disabled children to be accepted by nondisabled children is because disabled and non-disabled kids still do not feel comfortable talking to one another because they are not around each other

The exclusion of any child makes a strong case for questioning and addressing a need for change in any education systems. All three countries have different and unique needs. However, many of the issues they need to address are similar. Promoting social change through improving the access to equitable education is the only way we can reduce the social inequalities and injustices throughout the world. All three countries need to; improve their process of identifying children with special needs, raise awareness and acceptance, improve inclusion practices and provide the needed resources to ensure an equitable inclusive education. When developing their programs, they all need to consider multiple teaching approaches and provide proper

On one side of the debate, people may argue that just because disabled children may feel uncomfortable in the world around them, it does not mean that nondisabled children are making them feel uncomfortable. However, many disabled children feel uncomfortable when they do not feel accepted by their peers or people in the world around them. For instance, Vicki Freedman, Linda Martin, and Robert Schoeni, authors of “Disability in America” state, “Understanding disability is an important step in ensuring that Americans of all ages and abilities have the opportunity to participate fully in society” (Freedman). Many people in this world do not understand disability, and that people with a disability should still be allowed to participate in the world around them, instead of sit back and watch everyone else do everything that they could possibly be doing. They may think that they are not doing as much as they could in the world, making them feel uncomfortable with people doing every single thing for them. Some disabilities are worse than others, and they may need more assistance than others, but whatever they are capable of doing, they should be able to do. Freedman also states, “Instead, disability exists when an individual's physical, cognitive, or

For most of our nation's history, children with special needs or disabilities were shunted aside. In spite of mandated education laws that had been in place since 1918, many students were denied education and

Schooling for the disabled requires a special environment—one that only a few teachers have the gift to care for. Instead of looking out for the child’s

In most developing countries there is little relevant data to identify the number of children with special needs (Sheilah, 2011; GPE, 2013; WHO, 2011). There are also no effective policies to address their needs and to provide them access to a quality education (GPE; WHO). Even when such policies are in place, appropriate financing is lacking to build accessible facilities, train teachers in inclusive education, or scale up successful local pilot programs on the national level (Weintraub, 2005).

Children with intellectual disabilities go to school without knowledge of using the rest room on their own. We teach them for a long time until they know. They are discriminated at home as incapable of anything from childhood. They lock them in without any hope of contributing in the family. If a child with disability is a girl, no hope that she will be married and bring money or dowry at home. If parents had power for death arrangements, children with disabilities would be voted to die first before the rest of the family. Living with children with disabilities requires a strong heart[…]. No one wants to take care of a child with disabilities […]. Even when we teach children them, our fellow teachers ask us, why do you like to work with children with disabilities? Do you receive extra allowance for teaching them? They tell us: “I cannot afford to deal with them. Staying with them, I will be spitting all time, and I would not be able to eat.” I consider these children as the poorest of the poor compared to children coming from rural areas.