The Formation Of Effective Education

The amount of people who live with disabilities is a controversial number. Depending on what law and diagnostic tools used, a person may have a visible disability, or one that may lie beneath the surface of his or her appearance. Some people believe that the term “disability” is merely a label use to hold back, or prescribe helplessness. Meanwhile, individuals who have been properly diagnosed with disabilities struggle to maintain respect and acceptance every day. In plain language, there is a lot of misunderstanding between people with disabilities and those without. It is firstly important to get everyone on the same page regarding the definition of disability.

In elementary school, my classroom had students with and without disabilities, and we all shared the same space while working towards a common goal, but over time this diverse community diminished. This phenomenon of tracking and hierarchy of opportunity in education that I notice today is also responsible for creating an environment in which secondary special education is often a segregated locale, physically and socially removed from mainstream public schooling. I've witnessed Syracuse University push against this norm and challenge these boundaries time and time again, and I feel that before entering my own my classroom I want to address these issues of homogeneity and continue to build my tool box of inclusionary practices that extend past my current

Though incurable, there is medication that can be used to help an infected person live a relatively normal life, but the medication is extremely expansive. Thus the number one prevention method is education. The United States government’s response to the entire disease in a medical, social and economic way were consider major failures as millions were left to suffer without support. Unlike today, where one can search the Internet to learn about their disease and how to handle it, back in 1980’s and 1990’s people were being infected and given no guidance from the government on how to handle it. This caused great fear in Americans and many misconceptions about the disease started to develop. People were unaware that the disease could only transfer through the contact of bodily fluids so people with AIDS were socially exiled out of fear that they might infect others. Thus this disease affected the gay community that was already stigmatized by society more than any other single demographic of people.

The AIDS panic seems unbelievable in retrospect but was all too real in the 80s; people were forced off their jobs, children were barred from schools, and anyone who belonged to the "4-H club" (homosexuals, hard-drug users, hemophiliacs, and -- incredibly -- Haitians) were treated like pariahs. The secrecy and denial in dealing with the crisis helped it to spread persistent.

The 1980s era was interesting. It was the time of the ‘me’ generation. The decade was prosperous, and the U.S. was not involved in any major war. The overflow of sexual revolution from the 1960s and 1970s spilled over into the 1980s, but with a caveat. Instead of the swinging, free love, the presence of AIDS and the lack of understanding of how it spread, resulted in a panic. Was it to be ignored because it was considered a gay man’s epidemic? Should it be feared like the bubonic plague? Would a greater number of people contract the disease with few survivors? No one knew the answers, and the government health services was not forthcoming. In the early 1980s, this invisible disease spread across America, contracted by over 100,000 people in

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

June 5, 1981 became known as the date of the official onset of HIV/AIDS epidemic when a Doctor released the stories of Patient Zero and four other cases to the Centers for Disease Control (Gottlieb, 2006). Doctors around the United States start recognizing AIDS cases. There were a total of 164 cases reported between 1979 and 1983, with 60% of those cases being reported in 1983 alone. The highest risk groups were homosexual men at 71%, drug users at 17%, Haitians at 5%, and hemophiliacs at less than 1%. Europe reported the same groups at risk.

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.

It was during the 1980s that AIDS became an issue in the United States and a reason for concern. The first reported cases of AIDS here in the United States took place in June and July of 1981. The accounts were of mysterious ailments, which puzzled the medical community around the country. The reports told of outbreaks of

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).

The acquired immunodeficiency syndrome (AIDS), which results form an infection called the human immunodeficiency syndrome virus (HIV) is a global epidemic that has taken numerous amounts of lives. There are two forms of HIV that are linked to AIDS, HIV-1 and HIV-2 (Crooks, Baur 460). HIV-1 is a virus that is constantly mutating and it is the first human immunodeficiency virus to be recognized as the leading cause of AIDS world wide, then we have HIV-2, which only occurs in some African countries (Crooks, Baur 460). In the 1980s the number of AIDS cases in the United States grew rapidly each year and eventually began to stabilize.

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

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

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.

Over the past twenty years, there has been a strong movement within schools around the United States to integrate students with disabilities in to general education classrooms. Schools have been making more efforts to increase educational opportunities for students with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst administrators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes.