Fair Treatment for Disabilitated Children

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Developmental disabilities are severe, long-term problems. They may be physical, such as blindness, or they may affect mental ability, such as learning disorders. Or the problem could be both physical and mental, such as Down syndrome. The problems are usually life-long, and can affect everyday living. Often there is no cure, but treatment can help the symptoms. Treatments include physical, speech, and occupational therapy. Special education classes and psychological counseling can also help. Although they do present many challenges for children, they need not hinder a person's right to live. 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. When children with intellectual disabilities advance through school and their own developmental stages, they require training and/or an educational program which is appropriate for their abilities. Initially, these children may need help in acquiring the basic developmental skills (fine and gross motor skills, speech and language skills) which are within their capabilities. As children acquire competence in these areas, they are better able to learn academic and... ... middle of paper ... ... Spectrum Disorders: What Do Educators Need To Know?" New Horizons in Education 59.3 (2011): 16-27. ERIC. Web. 6 Nov. 2013. Quintero, Nicole, and Laura McIntyre. "Kindergarten Transition Preparation: A Comparison of Teacher and Parent Practices for Children with Autism and Other Developmental Disabilities." Early Childhood Education Journal 38.6 (2011): 411-420. Academic Search Premier. Web. 5 Nov. 2013. Rosenberg, Limor, et al. "Personal and Environmental Factors Predict Participation Of Children With And Without Mild Developmental Disabilities." Journal of Child & Family Studies 22.5 (2013): 658-671. Academic Search Premier. Web. 5 Nov. 2013. Walker, Sue, et al. "The Transition to School Of Children With Developmental Disabilities: Views Of Parents And Teachers." Australasian Journal of Early Childhood 37.3 (2012): 22-29. Academic Search Premier. Web. 5 Nov. 2013.

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