REPAIRING A NATION POSTTRAUMATIC STRESS DISORDER IN KUWAIT
THESIS: Studies made by experts found after the liberation of Kuwait following the Gulf War of 1991 that most children who were inside the country experienced undesirable emotions simultaneously which brought out more abnormal behaviors.
INTRODUCTION
In the oppressively hot summer of 1990 the second of August to be exact, people were sleeping peacefully in their homes. It was a Thursday morning and most Kuwaitis had left the country on holiday. No one ever suspected or believed that a neighboring country of the same religion would invade such a small innocent country.
Most of the Kuwaiti citizens who were inside the country or outside were in shock. This Iraqi occupation that Kuwait suffered for seven months was dramatically experienced by both adults and children. They were exposed to such brutal atrocities as executing anyone who had a typewriter or a camera so that no one in the outside world would know how indecently they were treating a neighboring country. Plus any interference in Sadaam's military actions resulted in hundreds of patriots who fought bravely for the freedom of their country.
The Iraqi soldiers tried to terrorize the Kuwaiti people by subjecting them to different types of torture techniques like raping virgin females and mothers in front of their children. Rape was practiced not only on females but young males too. Many Kuwaiti civilian men, women and children were taken from their homes and never returned to their families. There are still 625 Kuwaiti hostages in Iraq. This number means much to a small community where every family is related to a POW. The people who suffered less are those who lost their homes, money and other valuables. All those terrors of war have now caused what is called Post-traumatic Stress Disorder (PTSD) (Second International Conference, Mental Health in the State of Kuwait). People suffered from this brutal and fateful period when the country was under occupation, either by being forced to start over from scratch or by working in a new job, building a new house. Many people fell into poverty. Also the thought that their country no longer existed during the invasion had a very difficult mental effect on the people. They could not believe the reality that their country was being occupied. This idea was especially traumatic for older people. The behaviors and emotions of Kuwaitis under such war-like circumstances are not new to psychology.
The United States, New Zealand, and Italy all acknowledge and have moved forward with and inclusive education approach. It is a worldwide reaction to the belief that all children have the right to be educated. For instance, New Zealand’s education system has undergone a series of transformations over the past 20 years, which has included modifications to how schools and their students are funded and managed, and the responsibilities various government departments have for ensuring all children receive the best possible education in a variety of environments (Powell, 2012, p. 1). Also, Italy has implemented an inclusive approach by implementing laws that guarantee disabled students the education they deserve.
The war between Iraq and Iran initiated in 1980 and it lasted eight years (3). The invasion of Kuwait started on the second of August 1990. There are reasons and consequences for this invasion that I am going to talk about in this essay
The implementation of policy and legislation related to inclusive education, thus being a focus on the diversity and difference in our society (Ashman & Elkins, 2009), would have vast implications on the way society views that which is different to the accepted “norm”.
...e centre for studies on inclusive education (CSIE) that is an independent centre committed to promoting and encouraging full inclusion of students with SEN, and campaigns for the closure of special schools, believing special schools creates a barrier to a more inclusive society (Hall, 2002 and CSIE, 2014). however, many argue that full inclusion may not always benefit a child with SEN, Farrell (2009) states that the view that inclusion should be the primary aim of a school is flawed. Schools aim should be to educated children not include them. In agreement with this point Warnock (2005) argued that inclusive education needs to be rethought as the current process of inclusion is not working. Warnock also stated there was still a need for special education to be provide to children with SEN who could not have their educational needs met in a mainstream environment.
The Family Prevention Policy may seem like something simple with the main goal of keeping the families together, but there are many services that go into it. By keeping families together, children escape many negative consequences. Throughout time, children have not always had rights, but now they are being fought for on a regular basis and social workers are looking out for the best interests of these children.
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
There are many different causes of PTSD such as sexual abuse, sudden death of a loved one, and war. Trauma affects people in different ways, some can develop it from watching a fellow soldier being killed, and some can develop it from losing their jobs or a divorce. Being diagnosed with PTSD is a difficult process because there are many other psychological disorders whose symptoms can overlap and are very similar. An important fact to remember is that PTSD doesn’t just affect the person suffering; it can also have secondhand effects on their spouses, children, parents, friends, co-workers, and other loved ones. Although there is no direct cure, there are many treatment and alternative treatment options to assist them in moving forward after a trauma.
Every child has the right to receive an education in a welcoming and inclusive environment where they are given the opportunity to grow emotionally, physically, socially, and intellectually regardless of their differences. I believe education is the foundation a child needs to grow and learn, and inclusion is a key ingredient in the makeup of the learning environment. Without the implementation of inclusion, students are deprived of the opportunity to learn acceptance, respect, and growth from their interaction with a variety of people with differing skills and perspectives.
In William Faulkner’s short story “A Rose for Emily” he uses many literary elements to portray the life of Emily and the town of Jefferson. The theme of the past versus the present is in a sense the story of Miss Emily’s life. Miss Emily is the representation of the Old South versus the New South, mainly because of her inability to interact with the present or come to terms with reality. Holding onto the past and rejecting change into the present led Miss Emily into a life of isolation and mental issues.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
In this essay I will reflect upon the inclusive learning environment, i intend on reflecting this by researching, reading, extending my own knowledge and a recent exemplar visit. The main issues i have chosen to cover throughout this essay are inclusion, children’s learning and the environment. Issues i will also cover are Special Educational Needs (SEN), Every Child Matters (EMC), Diversity and legislations. I intend on doing this by arguing, analyzing and discussing the inclusive learning environment. Inclusive learning environments can be varied from the school environment to the home environment. Both having a significant impact to a child’s learning. The environment within schools needs to be stimulating, creative and enjoyable for all children to learn in. Effective classroom organization, interaction between both staff and children are essential to the inclusive learning environment.
“What does inclusive education mean for me as a teacher in 2014 and beyond? “
Munro, J. (2009). Educations systems and services. In Ashman. A & Elkins. J (Eds). Education for inclusion and diversity (pp. 386-413). Pearson Education Australia.
Evidence based practices should be incorporated and curriculum content and classroom and teaching practice be modified to accommodate the diverse needs, behaviours and styles of learning of students (Browder & Cooper-Duffy, 2003; Vaughn & Schumm, 1995). Inclusive education requires collaboration (Boyle & Topping, 2012; Vaughn & Schumm, 1995). This is most needed when devising a student Individual Education Plan (IEP). Educators need to work with other educators, students, their families and other community and professional agencies to ensure the supports and services students require are provided (Boyle & Topping, 2012; Vaughn & Schumm, 1995; York‐Barr, Sommerness, Duke & Ghere, 2005). When all stakeholders cooperate, reflect, share resources, skills and knowledge, students receive maximum benefit (Vaughn & Schumm, 1995; Whittaker, Salend & Dehaney, 2001). Planning, assessment and review of all measures taken, strategies and/or interventions implemented require frequent assessment and review to monitor progress (Boyle & Topping, 2012) and determine future
The issue connected with the coeducation of children with special educational needs and children without health problems has acquired more and more attention in the last few years and got the name Inclusive Education. It is recognized by the world community as the most humane and efficient system as it gives the right for education irrespective to intellectual or physical abilities (Valeeva, 2015).