Understand The Context Of Supporting Individuals With Learning Disabilities

1. Their are many reasons why most adults tend not to understand people / students with learning disabilities. Thinking that we can relate to how the special needs child feels and precieves their world is probably the most daming concept. We can never “know how they feel” like what Richard Lavoie said “ I worked with these kids for 30 years, I have spent my entire adult life among these children and to this day I have no idea what it must be like to be unable to read, spell, and deal with language in a world that insists that you be able deal with language. I have no idea what it imust be like”. So the simple fact is, is that we must first understand that we have to get pass ourselves before we can help them. Another reason adults don't

The right to freedom from discriminations for people with a range of disabilities, including those with a learning disability, has been enshrined in the 1995 Disability Discrimination Act which says employers

According to Hanson & Lynch (2013), The ADA (American with Disabilities Act) of 1990 is a landmark piece of legislation with implications for access and education for children with disabilities. This civil rights law ensures that individuals with disabilities are protected and also have access to all entities like those provided to people on the basis of sex, race, religion, and nationality. IDEA (Individuals with Disabilities Education Act) provides the framework for educational policies and services for children with disabilities via six principles. These principles entail free and appropriate public education, appropriate evaluation, development of an individualized education program for each child, educated provided in the least restrictive environment, parent involvement in decision-making, and procedural safeguards to protect the rights of parents and their child with a disability (Hanson & Lynch, 2013). IDEA has provided an exceptional prospect in the United States to launch a unified service delivery system to address the multifaceted needs of children with disabilities and their families. Moreover, a child’s individualized needs and goals and the active inclusion and participation of their caregivers are at the core of policies and procedures.

Disability act 1993 advocates that people with disability have the same rights as other members of the community, regardless of the degree and nature of their disabilities. This act provides information about disabilities. It encourages other bodies to facilitate people with disabilities in work and leisure. Information and services should be provided in a format that meets the communication needs of people with disabilities.

Children with disabilities are one of the most disregarded and excluded groups of children, experiencing common violations of their human rights throughout the school system. There has said to be a rise in discrimination not as a result of the essential description of children but relatively, as a significance of absence of awareness and understanding of its causes and implications. Without the proper knowledge there is a lack of support and services within the disability community. Because of the lack of support and knowledge children with disabilities are often judged, and mistreated by others. Due to my existing knowledge of disabilities in special education, is a condition or a function judged to be significantly impaired relative to the usual standard of an individual or group. The term disabled or disability is used to refer to individual functioning, including physical impairment, sensory impairment, cognitive impairment, intellectual impairment mental illness and different types of chronic diseases. There are many types of

(i) Although disability rights legislation addresses "barriers to doing" (Reeve 2014, 123), such as the DDA in Britain and ODA(AODA) in Canada, there still remains the discrepancy in the application of pragmatic methods "being done to" persons with disabilities (Cameron 2014, 21). Despite advances in the Individuals with Disabilities Education Act (1990), it was not until nearly two decades after had post-secondary programmes and accommodations were implemented/established under the Equality Act (2010). Access to services/benefits means acknowledging and representing a disabled identity. Under the classifying, predominating, oppressing epistemes in "labelling" the student with disabilities. Receiving support requires student 's with disabilities to wear an emblem codifying their presence as determined subjects. Socio-cultural stereotypes negatively represent the capability and competency of persons with disabilities. In turn, influencing the predetermination in law based on a predilection of socially desirable identity traits. Neo-liberal "amelioration" of undesirable aspects of disability, "dominate and manage" the responsibilities of a disabled persons ' individual "opportunities of agency" (Cameron 2014, 21). The "developing [of] skills [to] manage their lives" (21) interpreted by the loose jargon of the courts as "normal", "reasonable", "special", leads it to the ambiguity of assumptions around "self-evident", heteronormative lifestyles. Domestic living, for example, is

Many people with disability shortage consciousness and understanding of the rights they have or where they would go to if they did recognise that their rights have been rejected. For people with awareness damage like developmental disability, granted and essential brain damage, psychosocial disability, dementia, neurological damage such as ‘Autism Spectrum Disorder’, this is an appropriate problem.

When Federal legislation; Disability Discrimination Act was announced in 1992 it stated that it was unlawful to discriminate against people with disability in the workplace, education and access to premises, goods, services and facilities. It recognised the rights of people with disabilities and the legal obligations of service providers such as schools to provide all children, equal rights and access to education in a regular local school (Lane 2017). Whilst the laws and policies regarding people with disability should be adhered to there is no guarantee that inclusive practices are followed by all schools. Foreman and Arthur-Kelly recommend shared responsibility between parents, teachers, schools and the community for achieving inclusion for all students with additional needs into the classroom and the school community (2014, p. 69).

Using the Disability Discrimination Act 1992 by the Australian Government (1992) and the Convention on the Rights of Persons with Disabilities by the UN General Assembly (2007), the rights of a person with ID was included in the handout, because according to People with Disability Australia (PWDA, 2015), people with disability in Australia still experience human rights violations. According to Ozdowski (2003), promoting the rights of people with disability has led to hundreds of disability discrimination complaints, which have resulted in agreement to adjust the premises to make them more accessible. According to PWDA (2015), personal factors such as a self-esteem, confidence and motivation will all be increased as a result, therefore meaning fewer communication barriers. Information about inclusion/equality was included in the handout because the inclusion/equality rights of a person with disability are often ignored (Cole, 2006). Inclusion/equality can reduce several barriers that a person with ID may experiences such as discrimination, self-isolation and bullying (Hall, 2009). By everyone welcoming and assisting a person with ID into the gym,

The treatment and care for people with a Learning Disability has changed drastically over time, initially derogatory systems and labels were in place, with no consideration to people with Learning Disabilities. Later transformations in legislation saw the introduction of improving services for people with disabilities such as the 1971 Better Services for the Mentally Handicapped (Department of Health and Social Security, 1971) which saw the promotion of caring for people in the community, The Disability Discrimination Act (1995) and The Mental Capacity Act (2005).

In the USA there has been the problem of discrimination at places of work against people with disability, based on race, sex, religion in almost all quarters and this has prompted quite a number of legislations and acts to be passed in a bid to guarantee the people the access and right to use and utilize all the public amenities as well as get the right and equal treatment as an American.

The website Great!schools in the article What kids say about living with learning disabilities by: Great!Schools Staff explains how kids feel about their learning disabilities. The fact is that children truly engage within their education and desire to be considered intelligent. They want achievement and acknowledgement from their guardians and educators so that they can be told they are smart. Kids usually do badly in school because they feel dump when they ask for help or is given extra assistance. Whenever they don’t succeed they feel ashamed, get made fun of by other students, and get mad with themselves. A quote from a kid in the article what kids say about living with learning disabilities state “I get disappointed in myself and it

Advocating in Schools for Children with Disabilities explains how children with disabilities are no longer excluded from public schools (Altshuler & Kopels, 2003). Since the 1999 revisions now children with disabilities get the special education they deserve. Children with disabilities now get the education to help them become independent, help them get the resources they need to become adults. In 1975 it was called the Education for All Handicapped Children Act, children with disabilities now can receive special education. Back then half of the children with disabilities didn’t receive the right education and 1 million was excluded from public school. The law only considered 11 handicapped conditions that qualified children to receive special education. Since 1997 it is called Individuals with Disabilities Education Act and there is 13 federal classification of educational disabilities plus other health impairment and developmental delay. All social workers who work with children and families, despite of what they do, should know of the important educational rights children with disabilities and their families can have. The Individuals with Disabilities Education Act, one of the most sweeping laws protecting children with disabilities, was substantially amended in 1997, and its regulatory provisions became legally effective in October 1999. This article talks about how the law has changed. The changes talked about in the article are: expansion of categories of children with

The central value of equality focuses on the attainment of an inclusive society that enables people with disability to reach their potential as equal, active and participating citizens while promoting equality of opportunities, financial stability, accommodation, employment and social participation. As a result of the value of human equality, social inclusion emerged as an essential value across policies. Social inclusion is recognised across policies as a foundational belief that disabled individual are active, included and valued members of society, therefore strategies have been implemented to increase their involvement in society. For example a central vision of the NDS aims for “people with disability to live in accessible and well designed communities with opportunity

Discrimination on the basis of disability has spread far and wide including in institutions of learning. For a long time, persons with disability were discriminated against and were considered to have several inabilities. Individuals with disability are everywhere including in institutions of learning. Several measures have been taken to protect persons with disability. The IDEA act has played a major role in protecting the rights of the children with disability by putting in place measures to help these children. This act has also defined various disabilities among children and ways in which these children can find help. Some of these disabilities include learning disabilities among children, autism and hearing disabilities among others. The human rights act has also played a major role in protecting children with