For example, if children were autistic and needed more of a challenge in education, then the children probably will not like the school that they attend. By giving educational vouchers a chance, parents will have the choice to send their children to the school that they think they will benefit from. For instance, instead of having just two kinds of schools, private and public, America will have a palette of choice including voucher redeeming public schools, voucher redeeming private or parochial ones, quasi-public schools and home learning. In addition, The Public Education, by Myron lieberman, says, "A consistent pattern across the board indicates that parents who exercise choices either public or private are more satisfied with the schools their children attend." There are many reasons why educational vouchers are beneficial if they are used properly and for the right reasons.
The opposing argument is that it is the schools that do the disadvantaging. One such solution to the latter is to change the schools. Curriculum experiences can disadvantage and alienate some students, particularly those from low socioeconomic backgrounds (Ewing, 2013). There is a long standing link between intergenerational poverty and lower levels of education (Ewing, 2013). It is often evident that if the child is successful at school then the child’s social future will be much the same as the child’s parents.
Although, many schools are very accommo... ... middle of paper ... ...or the teachers to help control and support their child's condition, and behavioural issues. See chart below. However, although it would be better to integrate ASD children into mainstream schools, sometimes the school and the teachers are not adequately equipped to accommodate for the more severe ASD child who is at the end of the autistic scale, with high functioning autism. This makes it hard on parents, wishing for their child to be integrated within the mainstream school community. Therefore, putting the teachers in a difficult position to transfer the child into a specialist school and convincing the parents that their child would get a better education if in a school that are trained and have the knowledge and understanding for the autistic child and their issues, not having to worry about how they may be disrupting the other children in the class.
I think that there is a lot of responsibility placed on the general education teacher, and they do not have the training like specialists. Special ed. teachers are trained especially for these children, they should be able to work with them. At the same time general education teachers make modifications for typical kids by trying different techniques and strategies, so as to help the child understand. So why not be willing to make modifications for children with special needs?
The focus of school should be to educate children in a manner and environment which supports and values them as people (Vann 33). The best program is the one which provides a combination of approaches that best suits each individual child (Vann 33). Inclusion is detrimental to both regular and special needs students because of the complicated and strenuous learning environment it creates. Though there are many variations in the inclusion technique, children are still being helped inadequately and they are not accomplishing the academic achievements that they could. Every child deserves to be in an environment where they will succeed academically and emotionally.
It is the responsibility of a school to find ways to best support the learning and growth of children that fall under the umbrella of Autism Spectrum Disorder. Barnard, Prior and Potter describe autism as a “hidden disability”(2000) that the general public doesn’t have a great understanding or awareness of. Due to the lack of visibility in this disorder, many children that have characteristics or tendencies of autism can sometimes fall through the cracks. It is important that schools help to include and integrate children with autism and develop their teacher’s knowledge and teaching so they can assist in these students learning. It is also important to understand what kind of policies and programs schools have in place to help aid and support children with autism.
Because of this, children with special challenges should be treated equally as an average student, but with necessary exceptions. Many individuals believe if children are assisted by an aid or given “special attention” they are being treated unfairly, but what they do not understand is these children have special needs which cannot be met by an average school teacher. Such necessary exceptions could be having them placed in IEP (individualized education program), or have the assistance of an aid. IEP is the educational road map for children with disabilities. It maps out the child’s specific educational goals with the help of supplementary aids which the school district must provide.
There is no point in staying on if the jobs they will acquire don't involve any upgrades. There are many reasons for the difference in educational attainment between middle class and working class students. The hidden curriculum and other processes within schools do contribute to this. In particular, teachers' attitudes and the system of streaming are probably the main school points that significantly make a difference in social class education. However, it is unfair to just limit the reasons to school factors.
People may believe that students should not be mainstreamed just because the disabled children are not good enough to be in classes with all the other students in the school. Some people may have the opinion that pupils with the learning disabilities should be sent to different school and/or classes, simply because there the students would be able to receive the help specifically catered to their disability. In her article, Shah also quotes Whitbread, who says, “Is the child breathing? Then they belong in a regular class. I think that people respond to the civil rights argument, that it’s wrong to separate children.
As a result of this approach schools did not have the appropriate funding for the extra teachers needed to provide a separate learning classroom. This problem leads to public schools denying children with disabilities access to the facilities that are offered in a regular classroom, hence segregating the children with disabilities from the mainstream children (Lewis, 1999). In 1975 the Education for all Handicapped Children’s Act (later renamed Individuals with Disabilities Education Act abbreviated IDEA) was passed in reaction the problem of students being segregated. This act was written to make sure that all handicapped children would have access to free education including special education. The law emphasizes that children with disabilities be educated with non-disabled children (Daniel 1997).