IDEA lists 13 different disability categories under which 3- through 21-year-olds; autism, deaf-blindness; deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment (including blindness). I found nine disabilities categories in the book; children with learning disabilities, autism spectrum disorders, intellectual and developmental disabilities emotional and behavior disorders, communication, language, and speech disorders, who have special gift and talents, who are deaf or hard of hearing, visual impairments, and physical disabilities, heath impairment,
This means that children with all different types of a disability are accessible to public education and learning through professional educators and through their peers. Another important legislation that has been established in 1975 is the Individuals with Disabilities Education Act (IDEA) that includes all ages of children and their rights to learn. Both of these movements helped shape what special education is today and assisted in bringing inclusion into the classroom. They both made it possible for students with disabilities to be integrated into general education classrooms, while getting the assistance they need as well.
Similar to IDEA, is Section 504 of the Act. Students are eligible for Section 504 if they have a "physical or mental impairment which substantially limits a major life activity." Section 504 also requires schools to meet certain evaluation criteria in order to assess how a student's disability affects the child's educational performance.
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
The child with a learning disability is entitled under IDEA to receive the same quality of education and other services which are entitled to students without disabilities. The law states that the facilities for both kinds of students must be comparable and the necessary training materials and the appropriate equipment to impart the education must be provided to the student (Individuals with Disabilities Education Act (IDEA), n.d.).
In 1972, Geraldo Rivera with the help of Dr. Michael Wilkin of Staten Island's Willowbrook State School gained access to the institution and filmed the deplorable conditions the residents were living in. Now 25 years later the documentary reflects on four survivors of Staten Island's Willowbrook State School and their families. The family members give testimonials on how it felt to discover that their child had a disability, leave their loved ones in an institution, and the quality of care and services provided. The film also focuses on the progress made by the members that now live in group homes and the quality of their lives.
In 1987, Nancy Mairs argued that physical disabilities are not represented correctly in the media and television. And recently, Rosie Anaya disagrees by explaining that mental disability is suffering worse representation than physical disability. People with mental disabilities are not realistically portrayed on television. Thus, this unrealistic portrayal results in a negative stigma on mental disability and can further isolate those with disabilities.
The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be placed into two more distinct groups which are high incidence disabilities or HID and low incidence disabilities or LID. IDEA defines low incidence disabilities as those students with visual, hearing or significant cognitive impairment (Outcome Data, 2006). These students need personal that are highly trained in specialized skill and knowledge to provide early interventions and education. Those with LID account for less than one percent of the school population (Outcome Data, 2006). Students that fall into this category are usually educated outside of the general education classroom for part of the school day.
People with learning disabilities come from different social economic race ethnic groups. Like any other disorders, Learning disabilities does not discriminate. It can affect people from any backgrounds, social or economic group. A learning disability is hard to explain due to it having many definitions depending on whom you are asking. Many people have the options on what is a learning disability and who has it. Some may believe that a person with a learning disability may have low intelligent and not intelligently smart. In today’s society, people have come to realize that a person with a learning disability can be a person with average or above average intelligence and can be successful as a student if the appropriate educational supports are put in place. Data from the Learning Disabilities Association of America reports that there are 2.4 millions students that are diagnosed with specific learning disabilities (SLD) and receive services under IDEA. And 75% -80% of special education students identified as having a Learning Disability (LD).
In countries with life expectancies over 70 years of age, people spend on average about eight years, or 11.5 percent of their life span, living with disabilities. The passage "A Giant Step” by Henry Louis Gates Jr is a memoir about how he came to injure his foot, and all the complications that went along with the permanent injury. Similarly “The Absolutely True Diary of a Part-Time Indian” is a story about a teen named Junior who has hydrocephalic, we learn the many complications that come along with this disability. There are similarities and differences in how both people live their lives. Both people with their disabilities find it within themselves not to give up and still overcome challenges. On the other hand both mothers aren't the same, their motives for their children are completely different. Junior was also able to live a little more normal life, have freedom meanwhile Gates was held back a little more from
High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
According to the National Dissemination Center for Children with Disabilities, more than six million children are currently receiving special education services in their schools for variety of disorders and disabilities. The Individuals with Disabilities Education Act (IDEA), gives special education and early intervention services to children with disabilities. Many families and educators strongly advocate mainstreaming intellectual disabilities (ID). The term mainstreaming is used to describe the practice of educating students with disabilities and non-disabled students in the same classroom. Mainstreaming provides a natural real world environment where life skills are been taught and learn. This is why children with learning disabilities should be allowed to sit and learn in a setting with kids who do not have disabilities.
Introduction Stories can have an immense impact on how people grow up. It is important for practitioners to understand that children grow up hearing stories that could shape how they see the world as well they could see what the world thinks of them. For children with a disability, there are added challenges they have to face on a daily basis and stories that have characters with a disability could have a massive positive or negative impact on them. This paper looks at how characters are perpetuated in children’s literature, from the research found characters are generally seen as a superhero, a positive supporting character, or as a generally unrelatable character. An unrelatable character is those who are generally liked but are not a full
In our society people with disabilities (PWDs) have and continue to face all types and unnecessary forms of exclusion from people without disabilities (PWODs). Disabled children and elderly people are the main victims of exclusion. People in today’s society perform expulsion by denying disabled people the right to choose where they would like to live and how they would like to live. (Oliver) In this scholarly opinion paper, I will discuss why I feel that a society has been created that excludes PWDs.
In society today, there are many children and parents who face the diagnosis of having a developmental disability that would qualify them for special education and needs. This time can come with many questions for the parents when they realize the specialized care and education their child will need. Most often, questions arise about their schooling and how they will be included with other children, as well as what services are available to their child. How their disability impacts their life is a very valid concern because their education will be impacted. When a disability is discovered, it effects trickle down from the child to the parents, to the teachers and finally the medical and educational specialists.