The Importance of Education for Children with Disability Essay

Special education has been a very important topic through the years since the beginning of the education program in the United States because of its philosophy on inclusion and educating individuals no matter their condition, context or cultural status. The purpose of Schooling students with special need is basic and fundamental for the growth of our Nation, is to identify children with unusual needs and help them fulfill those needs

Education is the key to a fulfilling life. But for children with special educational needs and disabilities,

In Australia, educators and schools must accept all children as they have the right to learn alongside same age peers within a mainstream education, no matter their diversity. Inclusive schooling supports all children with disabilities and learning disorders and allows children to learn. Inclusive education recognises and complies with a range of different government acts. These include Equal Opportunity Act (1984) and Disability Discrimination Act (1992), which protect the rights of all children. In 1970 students with disabilities began to attend mainstream education as researched proved that having children with special needs segregated was not how they deserve to be educated as they have the same rights as every other student (Konza, 2008, p.39). A series of documents and policies were put in place, offering students with disabilities the education they were entitled to and making inclusive education a part of Australian education. These documents include the National Disability Strategy, the National Quality Framework, the Early Years Learning Framework of Australia, the Australian Curriculum, and the Australian Professional Standards for Educators. This report looks at these policies and different services, which have been implemented in Western Australia. This report builds an awareness of the views the community, parents and educators of children with special needs have on inclusive education and what recommendations educators can implement in

Fortunately, since 1975 Special Education has been a priority for the United States. They have created many organizations and programs that help many kids since their birth. The Office of Special Education and Rehabilitative Services (OSERS), “ understands the many challenges still facing individuals with disabilities and their families. Therefore, OSERS is committed to improving results and outcomes for people with disabilities of all ages. OSERS supports programs that serve millions of children, youth and adults with disabilities,” (“ U.S Department of Education”) An example of what U.S government had established in some organizations as a purpose for a better life for these kids with disabilities. They dedicated their time on all the children

The topic of Disability and the Education System is about disability education. The article talks about the evolution of the special education in the United State, and how the nation’s education system serves children with disability and make them receive education. The main claim of Disability and the Education System is that people with disability should receive education because education is important for all children. The submain is that the special education system establishes an infrastructure for educating and helping the paralysis people. Within schools, paralysis people can have many difference kind of approached and supports, for example, curriculum instruction, small-group, individual instruction or teachers will have special skill

Prior to the enactment of the IDEA, many school systems ignored the plight of those children who have disabilities. Consequently the IDEA follows a two pronged requirement. All states are required to take as active rather than passive approach. By an active approach, it is required that state governments very actively seek out and identify those students with specifically listed special needs disabilities. The second prong of this first principle is that the state’s offer of educational service must be absolutely all inclusive and thoroughly comprehensive. All special needs students must have the same chance for a public education that their peers of the same age have. Furthermore, all special needs students age 6 to 17 must have the chance to receive special education. To assure that state agencies are subjected to very detailed obligations to locate and analyze the cases of all children up to the age of 21 who may possibly fit into one of the special needs categories. The state is obligated to actually go out and find every possibly covered student and carefully evaluate the facts of his or her case.

Advocating in Schools for Children with Disabilities explains how children with disabilities are no longer excluded from public schools (Altshuler & Kopels, 2003). Since the 1999 revisions now children with disabilities get the special education they deserve. Children with disabilities now get the education to help them become independent, help them get the resources they need to become adults. In 1975 it was called the Education for All Handicapped Children Act, children with disabilities now can receive special education. Back then half of the children with disabilities didn’t receive the right education and 1 million was excluded from public school. The law only considered 11 handicapped conditions that qualified children to receive special education. Since 1997 it is called Individuals with Disabilities Education Act and there is 13 federal classification of educational disabilities plus other health impairment and developmental delay. All social workers who work with children and families, despite of what they do, should know of the important educational rights children with disabilities and their families can have. The Individuals with Disabilities Education Act, one of the most sweeping laws protecting children with disabilities, was substantially amended in 1997, and its regulatory provisions became legally effective in October 1999. This article talks about how the law has changed. The changes talked about in the article are: expansion of categories of children with

It is clear that over half of the children with special healthcare needs are way below the federal poverty level. This means that a little over six million children at the time of this study have been lacking the abilities to learn efficiently in their schools. Susan E. Mason states in her article “Children With Disabilities and Poverty: Upholding Well-Being Across the Child Welfare and Education Systems” that children who are placed in special education classes due to their disabilities “are more likely to drop out of school, leaving them with few options for employment and self-sufficiency” (151). With little education and skills needed for success

Special education is a type of education for students with special needs. The term is usually abbreviated as SPED which can also mean Saving People Every Day. This includes people who are different from normal people whether they are a baby, toddler, young adult, or an adult. This includes people who have a disability who are often overlooked at because of their disability. This also includes people who just want the same treatment and an education given to them as a normal or regular person. This paper will explore the history of

This paper provides a brief background of the education system in Saudi Arabia and specifically describes the present types of programs and services offered within the country with respect to individuals with special needs. In addition, findings of an ongoing study about the attitudes of teachers and paraeducators towards the integration of children with special needs into regular schools. In fact, the paper will talk about special education services and programs for students with disabilities. The paper provides previous and current researches about the educational process in Saudi Arabia. Additionally, the paper will discuss some of the issues that related to students with disabilities and their learning through the educational march

The Education for All Handicapped Children Act (EHA) also known as Public Law 94-142 of 1975 is a leap forward for all children with disabilities. According to the U.S. Department of Education “ this law with the subsequent amendments as currently reflected in the Individuals with Disabilities Education Act (IDEA; PL 108-446) supports states and localities in protecting the rights of, meeting the individual needs of, and improving results for infants, toddlers, children, and youths with disabilities and their families.” As the 35th year anniversary of P.L. 94-142 approaches the landscape of civil rights and equal education for all children has improved thanks to the Public Law 94-142 law.

Disabled students in the United States have a better and more different educational life than students in the country where I come from. Students with disabilities in the United States have been empowered in such a way that they have procured suitable dealings from both the state and federal governments. We are likely to find such students with documented hearing, visual, and physical impairments studying and socializing naturally with students without disabilities. In fact, we cannot tell the difference between the two groups of students regarding education. The schools which the students attend have partnered with both the state and federal governments to provide any possibilities they require as well as teaching and assisting them to pass through education system naturally similar to students without disabilities (Turnbull et al., 2013).

Individuals with disabilities have the same passion, drive, determination and ambitions of traditional students. Students living with disabilities are just as capable of learning and retaining information just like traditional students in the classroom. In today’s society, there are an abundance of laws and regulations that are in place to protect and educate individuals with disabilities. However, the idea of educating individuals with disabilities was not always a positive and fair thought in the United States. Throughout history, the laws and regulations for students with disabilities have been created to establish equality and opportunity for

“We want children and young people with special needs and disabilities to achieve well in their early years, at school and in college; find employment; lead happy and fulfilled lives; and have choice and control over their support.” DfE, 2014

According to Anderson and Phillips, teachers also play the role of mediators providing guidance for the children in the classroom. “They implement curricula, establish relationships with their students, manage peer relationships, foster social-emotional and regulatory skills, and establish and maintain classroom norms” (Anderson, & Phillips, 2017, 1064). Research on within-school sorting points to a positive matching phenomenon in which teachers who have more years of teaching experience and better qualifications are more likely to teach in classrooms with higher average student academic ability and SES, compared to their less-credentialed counterparts (Abry, Bryce, Swanson, Bradley, Fabes, & Corwyn, 2017, 507). Studies also show the more teachers engage with the students the more the student is engaged in classroom. Inclusion allows the classroom setting to be better equipped in providing the students with disabilities the one on one instruction to help them succeed. “For example, frequency of teachers’ academic interactions are related to higher levels of student engagement, and students with disabilities exhibit higher levels of engagement during one-to-one and small group instruction compared to whole group instruction” (Dykstra, & Watson, 2015, 2393). Teachers play a vital role in the success of inclusion and students with disabilities.