Writing And Writing

Everyone is going through a battle that we may not be able to see; however, “American society [is often] unaware or indifferent to the plight of people with disabilities” (Davis, 2013, p. 486). Ableism is one of the most ignored areas of social justice in America. Through my own experiences, I learned that the educational system in particular is not a very knowledgeable, or flexible environment in giving accommodations for students with disabilities. Those who are able-bodied, and do not have invisible disabilities, easily fit the paradigm of an able student in society, i.e., being able to walk to every building, climb stairs to get to class, complete assignments in the allotted time, etc. Our society has socially constructed disability

The former US President Bill Clinton said, “New information and communications technologies can improve the quality of life for people with disabilities, but only if such technologies are designed from the beginning, so that everyone can use them.” Discussing disabilities in general will take longer than one day. I am going to talk about physical disabilities .As the Longman dictionary defines physical disability is a limitation of a person 's physical functioning, mobility, dexterity and stamina. The issue of disability is not just a matter that concerns disabled people. It has been the problem for ages in the American history and if it is not controlled it can cause big fight. When someone is disabled, it does not mean that he or she cannot be educated. According to the Washington Post, education is the breath of life, without it man cannot survive. Education is free in America, which means everyone can obtain an equal education. One would ask if colleges have gone too far to accommodate students with disabilities. Colleges have not gone far enough to support the disabled.

Over the course of this semester, I have come to the realization that above all, students with disabilities need to be treated with the respect and dignity that one would give any other child. This is why it is important to talk to and about people that have disabilities with “people first” language (Evans, Civil Rights Final Day, 9.17.16). This stems from the idea that a perceived disability is just one of a person’s many attributes. Students with disabilities are people that have individual abilities, interests, and needs. By using “people first” language, one emphasizes the importance of the individual over their diagnosed disability. According to The Arc, an organization that advocates for people with disabilities, “the language in a society used to refer to persons with disabilities shapes its beliefs and ideas about them” (The Arc, 2016). Using “people first” language not only ensures the person in question knows that they are valued, but it also helps set a precedent for the perception of people with disabilities in one’s environment. It also gives the student the opportunity to define his/herself, instead of being identified solely with their disability (The Arc, 2016).

Students with disabilities face more challenges in the academic sphere than students without disabilities despite education’s status as a human right in Canada.

Paul Dodenhoff wrote an article titles Five Faces of Oppression and in the article he uses Iris Marion Young’s concept that stated the five elements were oppression, exploitation, marginalization, cultural imperialism, and violence (Dodenhoff, 2016). From this article, there can be a new point of view gained on the idea that our culture has created its own hierarchies of superiority and inferiority (Dodenhoff, 2016). While this system is primarily unspoken, it still exists when you look at it from the stand point that there is the upper class, middle class, and lower class, in addition to the brains, the jocks, the populars, and the disabled. In the online article “Higher Education and Disability, the author discusses that there is a current trend that allows individuals with disabilities to be views as accepted and valued instead of negatively seen as a “special group” (Leake & Stodden, 2014, 399). In this same article they state, “This is a matter of concern in view of the widespread understanding in higher education that students who feel socially accepted are more likely to persist and graduate than those who do not, (Leake & Stodden, 2014, 403).” However, many individuals continue to treat the disabled unjustly because they are seen as the most inferior if the classes, but who are we to judge

In order to encourage equal participation the United Nations Convention on the Rights of People with a Disability 2008 policy has been agreed upon by most countries. This convention in terms of education states that “persons with disability should be guaranteed the right to inclusive education at all levels, regardless of age, without discrimination and on the basis of equal opportunity”. Other legislation that shows Australia’s commitment to resolving and minimising this issue is shown in the Disability Discrimination Act 1992 and in the establishment of the Disability Standards for Education in 2005, which outline clear legal obligations associated with inclusive education in schools that all education institutions must be aware of (Australian Research Alliance for Children and Youth, 2013, p. 5). I believe that the establishment of the standards under the Discrimination Act was an effective measure as it not only looked at inclusion but objectives aimed to ensure that individuals with a disability have the same rights and acceptance within a community in regards to “enrolment, participation, curriculum development, accreditation and delivery, student support services and elimination of harassment and victimisation” (Commonwealth Attorney-General’s Department,

Furthermore, school is a place where you make friends and integrate with one another. However, individuals with disabilities are often susceptible to face vast number of stereotypes, labels or discomfort at school. That is because of the lack of consciousness and biases that is created by imposing a distinction between non-disabled versus disabled from an early age. Valerie Piro tells us that some her classmates told her that she has a “perfect personal essay topic” (Piro 3). Her friends imply that she has the “perfect essay topic” because of her disability. Yet, it is rather confusing that they are being ironic, jealous or making fun of her situation. As Piro emphasizes, human beings need to “encourage one another to demand that society accept”

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.

“Because most postsecondary schools of higher education encourage diversity in their educational mission, the present review participating in an all-inclusive class that resulted in openness not only to disability but also to multiple forms of diversity, which included gender, race and culture’’, (May, 2012). Students without intellectual disabilities begin to form a positive attitude around people with intellectual disability. Students without intellectual reframed from their negative thinking and discovered that people with intellectual disabilities can do similar things, but at a slower rate. Additionally, more people are accepting towards students with intellectual disabilities entering college. They are recognizing that college is beneficial and most colleges accommodate the needs for students with intellectual disabilities depending on the severity of their disability. Students with intellectual disabilities are being awarded the same opportunity as others when deciding to attend an institution. Although, students with intellectual disabilities requires further assistance while attending a two or four year institution “mentoring partnerships were formed with undergraduate, general special education majors and students with intellectual disabilities at one Southern state university in the

Across the United States, the group of students with disabilities who are attending colleges and universities have shown a tremendous growth. Data from the National Center for Educational Statistics (2011) indicates that 707,000 students with disabilities enrolled in 3,680 two-year and four-year postsecondary institutions in 2008-2009 (U.S. Department of Education National Center for Education Statistics, Institute of Education Sciences, 2011). This number will just continue to increase as more students with disabilities transition into higher education. The one thing that will not change is the public concern regarding accountability and assessment. The public is demanding proof of learner growth in the programs. In addition, federal legislation exists which prevents the discrimination of individuals with disabilities. Legislation including the Vocational Rehabilitation Act and Americans with Disabilities Act (ADA) in addition to others provide legal protection for students with disabilities in the academic learning environment.

Disability is an umbrella term used to cover impairments, activity limitation and participation restrictions. Disability is not just a health problem but a complex phenomenon (WHO 2015). Disability has been a neglected area of historical enquiry in Britain, studies have recognised significance of the past, physical impairment generated historical literature, mental impairment has none (Borsay, 2005). The last 100 years have been dominant constructions of education

The purpose of this article Navigating University Policies to Support Postsecondary Education for Students with Intellectual Disabilities (Plotner & Marshall, 2014) is to introduce students with intellectual and developmental disabilities into the college environment with expectations to gain an outcome of employment, to become independent, broader knowledge and skills that will excel them into the working force. In the past college was not an option or even a choice for those with intellectual and developmental disabilities, it was out of their reach. Lack of finance and support was the number one issue. Students who had disabilities in the past only alternative was to stay in school until they turned twenty-one. Nothing else was offered or

In ‘Everyone Belongs’ Shapiro (2000)examines how antagonistic myths and generalizations keep on making instilled partialities towards individuals with inabilities.These biases are reflected in contrary states of mind and conduct,which can obstruct the interest of individuals with handicaps in social,instructive and professional connections (Ehite et al,2006 refering to Rao,2004;Rubin et al 1995;Rusch et al,1995).Swain et al(1993) audit the broad scope of boundaries confronted by individuals with handicaps.

Do you ever think about how you write or writing in general? Many people believe writing in cursive isn't as important as it was made out to be. I belive there is a good side to writing weather it's cursive or not. Writing helps you remmeber tasks more effeciantly, strengthens the brain, and can even identify brain disorders.

In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classifications of students to consider: Gifted or talented; English as a second language (ESL); Indigenous students; and many other classifications which fall under the societal/family/personal heading (Ashman & Elkin, 2012).