Thesis Statement On The Accessibility For Children With Disabilities In Mauritius

Barriers and challenges to disabled children and young people’s participation sit within three broad areas: training, support and resources; knowledge, understanding and attitudes; process, systems and structures. Identifying and recognizing the barriers and challenges provides a good basis for planning to further disabled children’s participation.

This would promote anti-discriminatory practice by not discriminating people with disabilities and giving them equal opportunities to do different activities, ensuring there are ramps in public places so people can have easy access to different areas etc.

Many places now have adapted well for those with disabilities and have for example opened up corridors and made slops for those using physical aids such as sticks, frames and wheelchairs enabling those with disabilities able to join in with social events with others.

Development could be affect by the attitudes and expectations of others. If we assume that a disabled person cannot achieve or not allowing them to take part we are restricting their development in all areas.

The study did not provide information on how they were diagnosed, or whether this diagnosis was done by an independent observer or not.

Right of the educational institution to refuse the access: The following limitation exist to access the information ,they are

With this information, a region of schools can compare their results and figure out how well a region is doing in comparison to other regions. However, this is not completely valid due to the difference in assessment in each region. Therefore, they cannot be accurately compared to other regions because of this difference. (Costa and Kallick, 1995)

Disabilities or Special Requirements – Some children, such as someone who is dyslexic, may need extra time to complete tasks so it is important to know if the child being assessed has any such requirements so he/she’s abilities don’t get underestimated.

Unlike people who had experienced discrimination against the civil rights act of 1964, the ones who had experienced it on the basis of disability didn’t have any legal recourse to redress it. Therefore, with a very strong influence from the Civil Rights Act of 1964, which forbids discrimination on the foundation of race, color, religion, sex, or national origin, and Section 504 of the Rehabilitation Act of 1973 which set people with disabilities as a legitimate minority, the ADA became the "equal opportunity" law that has set an example for the rest of the world. This act finally defined what non-discrimination was in the context of disability. The 1990 ADA added the specifications of a new conduct that should be undertaken, for instance, architectural and communication barriers should be removed by providing reasonable accommodation to disabled workers, and finally, it also imposed accessibility requirements for public spaces.

For my, biological anthropology study, I choose to go to my local Tim Hortons. One thing I immediately noticed was the great accommodation the shop gave to physically disabled people. For one, the three parking spots closest to the coffee shop were reserved for disabled persons-- as indicated by the international wheelchair symbols and blue lines. Additionally, the shop had a wheelchair ramp leading to the entrance. I also noticed there were automatic “push to open” buttons with the wheelchair symbol on the entrance and exit side of the shop. In all honesty, I was quite surprised by the wheelchair ramp and automatic door openers. Maybe I never made a serious attempt to pay attention to these things. Thinking that there had to be other things

Not having disabled access at the local nursery/ school for the child can affect the child’s learning as they wont be able to access the school and would have find another school with wheelchair

Another obvious physical disability is an individual's confinement to a wheelchair. People who cannot walk under their own power are usually at a great disadvantage. Many times there are no special considerations made for these people. Even some typical expressions demonstrate this lack of compassion, such as "I have to run to the store", or "I'm going for a walk." People in wheelchairs are often considered weak and unable to care for themselves. However, some advances have been made in our society that encourages the independence of these people. Wheelchair ramps, handicap parking, and cuts in the curb of sidewalks are just some of the more obvious changes that have been made to better accommodate these people. But some problems may still occur for people in wheelchairs. Some hallways and doors may not be wide enough for the chair to fit through and when it is icy outside it is very easy to slide if the pavement is not sanded properly.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

This controversy may stem from the fact that inclusion is expensive and experts disagree about how much time disabled students should spend in regular classrooms (Cambanis, 2001). Although this topic is controversial, it cannot be ignored. Inclusion will, at some point, affect 1% of all children born each year, who will have disabilities and the families and educators they will come in contact with (Stainback, 1985).

In most developing countries there is little relevant data to identify the number of children with special needs (Sheilah, 2011; GPE, 2013; WHO, 2011). There are also no effective policies to address their needs and to provide them access to a quality education (GPE; WHO). Even when such policies are in place, appropriate financing is lacking to build accessible facilities, train teachers in inclusive education, or scale up successful local pilot programs on the national level (Weintraub, 2005).