Controversy exists in this early area of education because of recent education reform bills, such as No Child Left Behind Act (2001), the reauthorization of the Elementary and Secondary Education Act, and Response To Intervention that have passed into law. As a parent with a special needs child, I am amazed by the difficulties my son and I had getting him approved for special education, even with a diagnosis from a doctor stating that he is autistic and would need special education. His needs were not being met in the standard classroom environment, and on most days he was not able to learn at all. The trouble with the new education reform stands with the fact that there is so much confusion about the changes in the laws and regulations, as well as an undereducated school system. Before we can understand what the laws of special education are and how they are affected by education reform, we must first understand what a learning disability is and how it is diagnosed.
UNIT 422-203 Outcome 1 1. Explain what is meant by: Diversity Diversity is about recognising, valuing and taking account of people's different backgrounds, knowledge, skills, and experiences, and encouraging and using those differences to create a productive and effective educational community and workforce. Equality Equality is often defined as treating everyone the same. True equality means treating everyone differently in order to treat them the same. Inclusion The term inclusion is seen as a universal human right and aims at embracing all people irrespective of race, gender, disability, medical or other need.
According to Census 2000, about 28 percent of Somalis are between the ages of 6 and 17 (unfortunately, single year of age is unavailable). Interestingly, the Census counted 2,675 Somalis ages 6 through 17, a difference of 66 from the school enrollment figures for 1999-2000. Using this age group as a proxy for school age population gives a multiplier of 3.6. Using the multiplier and the number of Somali-speaking children enrolled in Minnesota’s schools (2,609 in 1999-2000 and 4,196 in 2000-2001) gives a range for 2000 of 9,300 to 15,000, again a range that includes the count in Census 2000. The range is wider than is desired, but given the dearth of data, the estimate and the Census count seem reasonable.
Inclusion This is a universal human right. It means to embrace all people irrespective of their differences to one another. It is about ensuring the same opportunities and rights are available to all people and putting a stop to intolerance and discrimination. Inclusive practice promotes equality by making sure each individual is offered the same opportunities and it supports diversity because of this. The three practices are interlinked and can not work without each other.
Diversity is about recognising and valuing everyone’s culture, personality, age, race, sex, disability, gender, religion and beliefs. * Equality – treating people in a way that is appropriate for their needs. Making sure people are treated fairly and given fair chances. Recognise their needs and that they are met in different ways. * Inclusion – equal opportunities for everyone whatever their age, gender, ethnicity, to be included.
An equality approach understands who we are, based on social categories such as gender, race, disability, religion, sexuality and age. Promoting equality should remove discrimination. Inclusion is used to promote the fact that all people should be freely and openly accommodated without restrictions or limitations of any kind. Inclusion is about valuing all individuals, giving equal access and opportunity to all and removing discrimination. Discrimination can make an individual feel in many different ways.
“People with disabilities have historically been viewed as a burden to families and society” (Drew, Clifford J., Egan, M. Winston & Hardman, Michael L. (2011). They have been separated from the main stream society within schools. They have been banned from regular classrooms and regular schools. They have not been allowed to socialize with their peers because of their disabilities, but this has all came full circle bringing students with disabilities together with other students with acceptance. This change is now providing students with disabilities education.
However, through hard work and determination, advocate groups and parent right groups were able to fight for rights of people with impairments. For much of the 20th century, students with physical and mental disabilities did not receive or have the option to receive an appropriate education. Three important pieces of legislation have guaranteed the rights of students with disabilities. Because of these pieces of legislation students and adults with any disability have the right to obtain employment, receive a free and appropriate education, be included in activities with their non-disabled peers, and live and interact in their communities. The Americans with Disabilities Act (ADA), Section 504, and the Individuals with Disabilities Education Act (IDEA) guarantee those with disabilities the rights and privileges of those that do not have any disability or impairment.
There have been some great accomplishments from the Individuals with Disabilities Education Act of 2004 (IDEA) and the Education of All Handicapped Children Act (EAHCA). Prior to this act, there were no promises that a child with a learning disability would be able to get free funding for education, let alone have a child with a learning disability go to school. In most cases the school felt that they were not obligated to care of these individuals. Instead these children were forced into institutions that even criminals wouldn’t envy and with no guarantee that they would ever be released. So, I believe that the laws for IDEA 2004 do well to protect disabled learners and people with special needs.
In most states, we are required to attend school until the age of 16 or 17. There are many reasons for schooling; first is schooling can simply give young people basic knowledge that are required in our life. Younger children, mostly coming from broken homes, do not understand the importance of an education. Their parents often do not care to explain the weight of a decision to quit school at an early age and if they drop out of school in an early age, or never go in the first place, it will never be explained to them and they will not