Children With Disabilities In Afghanistan And The United States

After the War of 1812, the national character of the U.S. was that of a country that wanted a new identity. The country began changing things about the education, manufacturing, mobility, and economy that they had before to separate themselves from other countries, especially Britain. The first way that they began to separate was with the new form of education. The United States saw education as a way to develop a rich and uniquely American culture. Webster made an English dictionary which was sued by many and showed that they didn’t need Britan for precedents on education.

A few weeks ago, I was walking downtown, when this random came up to me and said “You in school? That’s good, that’s good. Education is important.” From the state of her hair and clothes, and the smell of her breath, I assumed she was homeless. I didn’t really pay much attention to her, because homeless people are so common in downtown Atlanta. I was just hoping that she wasn’t going to ask me for any money! After a while, I started thinking about what the homeless woman had said; “Education is important.” Growing up, I had always been taught that people who lived in the streets had been afforded the same opportunities as I had, but they had simply chosen to ignore them.

“Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving education results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.” (Department of Education, nd.).

Antonia Darder sets a language in Culture and Power in the Classroom that critiques the traditional American educational system while challenging teachers to a new thinking of culture and diversity in the classroom. Using the groundings from several theories, theory and resistance, regimes of truth, and theory of hegemony, she set the platform of the hidden curriculum that is valued in traditional public education. She seeks to use several theoretical frameworks to create a bicultural critical pedagogical approach, which links education to impactful politics. In Culture and Power in the Classroom, Antonia Darder makes is clear that education matters, but yet more importantly that all students matter in their educational experience. As educators there needs to be awareness and consciousness of the hegemonic forces of race, class, culture, ethnicity, gender, and/or ability shape that inferiority within students. Cultural hegemony is so natural, that even in the classroom students are immune to the shoddiness of living within the realms of the dominant culture.

Truth in American Education (TAE) is a national, non-partisan group of concerned parents and citizens. We view educational issues from different perspectives; however, we are in agreement, that the promotion and implementation of elements of the Race to the Top (RTTT) policies are misguided and harmful. The Common Core State Standards (CCSS), CCSS assessments, and state longitudinal data systems development along with associated privacy issues are being implemented nationwide with insufficient research-based evidence and insufficient public examination and discourse. TAE Advocates formed to share information, network with other individuals and groups with similar concerns, identify initiatives that are unnecessarily disruptive, experimental, and without fact-based support, and develop positions related to these issues in the educational interest of our

Cagney (2009) stated that the United States government funding for teaching students with disabilities is reliant on the consistency of states and school regions to maintain and convey through the substantive and procedural provisions of the legislation. These arrangements can be separated into the eight subcategories that take after: (a) zero reject, (b) ID and assessment, (c) free and suitable open instruction, (d) minimum prohibitive condition, (e) procedural shields, (f) innovation related help, (g) workforce improvement, and (h) parental interest (Cagney, 2009).

Each country has its own kind of education, and education always plays an important role in affecting students’ life and study on many aspects. Having received ten years of education in China and two years of education in the U.S. I would like to compare and contrast a few significant aspects of these two different kinds of educations. Knowing that no two education systems are the same, the differences between American education and Chinese education allow countries to take the essence and discard the dross through learning from each other so as to improve their own current education systems.

In present day in Afghanistan, the rulers that were in control after the collapse of the Taliban regime have sought to improve the living conditions and rights of Afghan women. For instance, while they were barred from going to school under the Taliban, they were allowed to go to school once again, but because of their inability to get access to education under the Taliban, including those who did and did not go to school, this has affected their ability to learn. One of these inabilities is being able to read. According to a report by UNICEF, the organization has reported that the literacy rate among the women is still very low. The literacy rate was concluded to be approximately 22% and even if developments were made to continue the growth

The American School system has always come under fire for its lack of education and resources for students. Some complain that school is too long, others that schools do not teach enough. In fact, many students feel that their classes are a waste of time and do not benefit them in the real world. Teachers, on the other hand, feel that they do not get enough time to teach students essential information. The question is, how can we change schools for the benefit of the students while teaching them imperative information? Schools across Europe, especially those in Scandinavia, are praised for their school standards. American Schools should adapt a new form of high schools similar to those in Scandinavia.

Education in the United States is a very crucial part of a person’s life. Going to school opens doors and facilitates the pathway for future individual achievement and economic success. Formal education is a conscious effort by human society to convey the skills and modes of thought considered essential for social functioning.

Here in America every single child is sent to school starting at the age of five years old for kindergarten, and sometimes as early as two years old for pre-school and continue on to get an education late into their twenties, some even going on to take classes the rest of their lives. Education in America is something that is readily available and even is required by law, but taken for granted by many children. On flip side third world countries often do not have schools or public education mandated by government, and most times it is not even available when most children yearn for it. Education is taken for granted in America, and in third world countries where education is almost completely absent something can be learned from their

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).

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).

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

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