Generally individuals with special needs continue to be the most disadvantaged and neglected in third-world countries (Charema, 2007). This paper is concerned with the moral necessity and biblical mandate of providing special education programs in Christian schools in third-world countries when society in those countries does not recognize or value people with special needs.
There is a huge gap that cannot be explained by words between head knowledge and experiential knowledge with regard how those people with special needs are segregated in those countries. Because the segregation of individuals with developmental delay is so severe, people are often unwilling to admit to having family members with developmental disabilities (Kalyanpur, 2008). For example, approximately 95% of students with special needs have never obtained an education at all, whether inclusive or special, in India (Kalyanpur). According to Kalyanpur, Indian students with cognitive developmental delay are 4 times less likely to be accepted to school than Indian students who are physically impaired, because general education classrooms are not willing to accept and to make accommodations for the students. The time has come for parents, professionals, and governments of third-world countries to pull resources together and establish and maintain learning opportunities and social justice for students with disabilities (Charema, 2007).
Although special education has been a neglected area in those countries, the population of individuals with special needs is higher than in developed countries (Kalyanpur, 2008; Global Partnership for Education [GPE], 2013; World Health Organization [WHO], 2011). According to the World Health Organization (2011), approximately 1 bill...
... middle of paper ...
...trieved from EBSCO ERIC database.
Robsob, C. & Evans, P. (n.d.). Educating children with disabilities in developing countries: The role of data sets. UNICEF. Retrieved from http://www.childinfo.org/files/childdisability_RobsonEvans2005.pdf
Sheilah, M. P. (2011). Outcomes of students with disabilities in a developing country: Tobago. International Journal of Special Education, 26(3), 194-211. Retrieved from EBSCO ERIC database.
Sutton, J. P. (1993). Special education: a biblical approach: special education resources for Christian schools. Greenville, SC: Hidden Treasure Ministries.
Weintraub, F. (2005). The evolution of LD policy and future challenges. Learning Disability Quarterly, 28(2), 97-99.
World Health Organization. (2011). World report on disability. World Health Organization. Retrieved from http://whqlibdoc.who.int/publications/2011/9789240685215_eng.pdf?ua=1
Hehir, T. (2009). New directions in special education: Eliminating ableism in policy and practice. Cambridge, MA: Harvard Education Press.
Smith, T. (2012). Teaching students with special needs in inclusive settings. 1st ed. New Delhi, India: PHI Learning Private Ltd.
The education system is arguably the most beneficial system in the world; however, it also contains many controversial practices. Proper funding, discrimination, and curriculum are just some of the problems in today’s education system. Everyone has a different opinion about what is best for our children and it is impossible to please everyone. As long as the educational system is in tact, then there will be confusion and debate within the system and its’ administrators. The only thing that can be done is attempting to make it so that everyone will benefit equally, but this is much more difficult than one would assume. I will focus on the aspect of discrimination on minorities within special education and more specifically the following questions: Does the special education system discriminate against minorities? If so, how? What can be done, if anything, to correct or improve this system?
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
My personal philosophy on special education begins with this firm conviction, I believe all children are “uniquely and wonderfully” made, and regardless of their disability, posse unique gifts and talents. My philosophy of special education has developed, not from just being a general education teacher for many years, and a graduate student in special education, but also from being blessed to be a parent of a special needs child. I believe that every child deserves to have the best possible education, regardless of their disabilities or challenges. It is our responsibility, as special education teachers, to not focus on a student’s disabilities and challenges, but rather focus and develop their personal gifts and talents, in an environment
The term special education is hard to define because recently, it has taken on many new meanings. During the 1960’s people were trying to get the Federal government to fund efforts to provide a free and appropriate education for children with disabilities. Also during this time and into the 1970’s, parents of children with disabilities began to address state laws that would require local education agencies to give special education services to students with disabilities (ERIC Clearinghouse on Disabilities and Gifted Education [ERIC], 1998). Even after the passage of these laws in many states, children still ...
The 2001 special educational needs and disability act (SENDA) along with the 2001 SEN code of practice was established to strengthen the right of children with SEN to be placed and educated in mainstream schools (Ramjhun, 2002, Spooner, 2002 and Waterfield and West, 2002). The code of practice extended the Disability Discrimination Act 1995 and aimed to eliminate unfair discrimination against student with SEN. The main principle of the SENDA and the code was that all students with SEN had full accesses to educational provisions and being able to have the same opportunities as non- disabled individuals (Waterfield and West, 2002). Wright et al (2006) stated the SENDA was beneficial in encouraging educational provisions to be proactive in removing barriers that may affect the learning and participation of students with SEN. Hodkinson and Vickerman (2010) argued that although the SENDA prompted further attention on SEN inclusion in practice its key intentions were rather vague and lacke...
Slee, R. (2001). Driven to the margins: disabled students, inclusive schooling and the politics of possibility [Electronic Version]. Cambridge Journal of Education, 31, 385-397. Retrieved March 8, 2010, from Learning at Griffith.
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
During the late 1980’s and 1990’s the number of children with learning disabilities receiving special education services grew rapidly, but during 1998 and 2007 the number of children classified as having a LD has declined by 7% (Cortiella, 2009). “In 2007, 59% of students with LD spent 80% or more of their in-school time in general education classrooms. In 2000, that figure was just 40%” (Cortiella, 2009). In addition, students with disabilities are spending more time with students in traditional classroom settings. According to the Department of Education, “approximately 6 million children (roughly 10 percent of all school-aged children) receive special education services” (Pardini, 2011).
What is special education? The common belief is that it a program only dedicated to helping students with disabilities, whether physical or mentally. This is not entirely accurate in regards of what special education is. While special education does provide assistance to students with disabilities ns meet their needs in quality education (Küpper 2009)—the program extends to all students facing difficulties keeping up with the pace of learning (Huerta 2009). This brings the next question onto the table: the importance of special education. Before 1970s, majority of students with disabilities were shun into isolation with little to no education in general classes (Bradley 2016). However, with the passage of Education for All Handicapped Children
Children with disabilities are more in the public eye than years ago, although they are still treated differently. Our society treats them differently from lack of education on special needs. The society labels them and make their lives more difficult than it has to be becau...
United Nations Educational, Scientific, and Cultural Organisation. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...
The right to have access to education is a concern for people with disabilities. They were treated poorly and often desegregated from society. The response to the concerns of parents and educators over the exclusion of children with disabilities created the Individuals with Disabilities Education Act. The public law “guaranteed a free, appropriate public education to each child with a disability in every state and locality across the country”. In the 1970's children with disabilities entered schools and over the years, the number of students in special education has grown dramatically, from 4.3 million students in 1990 to 6.9 million students in 2003 (The Council of Chief State School Officers , 2007).