Disabled Children and Education Essay Example for Free

Rochester Institute of Technology (RIT), home to the National Technical Institute for the Deaf (NTID), has an extensive guide on considerations and suggested classroom practices for teaching students with disabilities:

How parents and siblings and the child with a disability react to the family situation.

This is reinforced in the opening sentence of the CRPD, where Article 1 states its purpose is to ‘promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities’ (CRPD 2006).


Education For Children With Disabilities Education Essay

Why do you think some parents put too much pressure on their children to perform well at school?

Equally important are the numerous advancements that have been made in medicine, science, and research as the result of the disability movement. Today, there are state of the art prosthetic devices that allow amputees to accomplish physical movements and activities that were once impossible to achieve. Advances in technology now allow those with spinal cord injuries, traumatic brain injuries, and hearing and visual impairments to perform activities of daily living that many of us take for granted. Housing alterations and adaptive equipment are allowing the disabled to drive automobiles and live independently without assistance from family members, health workers, or local agencies.


Children Born with Disabilities: How Families Respond

Over the recent past, there has been an aggressive campaign aimed at sensitizing people about the disabilities affecting different people in society. In part, such efforts have been driven by a history of mistreatment of disabled people. In the education sector, the trend has been similar with disabled students suffering the brunt of the misconstrued education system. Ideally, there is controversy as to the best way to handle disabled students in terms of their education. While the normal practice in the past was the segregation of the students in special schools, the trend has changed to incorporate more holistic approaches. As thus, most disabled students are integrated in the regular schools and study hand in hand with their normal peers (Jobe et al, pp 148). This development is not without controversy however as different suggestions have been floated both for and against the new development. Although inclusion of disabled students has its challenges, it remains the most viable option in the holistic development of disabled students.

Children With Disabilities in India

Although many attribute the successes of inclusion to the teacher, the child’s parents also plays a vital role in influencing whether or not inclusion will be successful. The attitudes of the parents to inclusion also play a part in the school’s decision and how effectively inclusive practices will work. Runswick-Cole interviewed parents to examine their attitudes to inclusion. The results were conflicting, and almost at opposite ends of the spectrum. Some parents were wholly committed to mainstream school or inclusion and others held on to the belief that their child’s educational needs could only be met in a special school. There were three groups of parents in the study: those who only accepted mainstream schooling, those who later changed their mind about being committed to mainstream schooling, and those who only wanted special school for their children. This study helped to demonstrate that parents are still conflicted as to which approach works best in educating their child. Yet, this study also demonstrated that the parent’s perception of the school’s decision to include their child in a traditional classroom directly affected the successes of inclusion.

Children With Disabilities in ..

It is no doubt that every child is entitled to basic education in most of the world countries; a right which extends to disabled children. However, the contentious issue is whether children with special needs should be segregated from the rest in delivery of education. Taking the disabled children in special classrooms only exacerbates the problem further as “they do not have contact with many children thus leading to feelings of loneliness and lack of self esteem” (Interview with friend). On the other hand, integrating the disabled children in regular classrooms increases contact with other children (Salend & laurel, pp 117). This contract is important in the development of the disabled children as they can learn language skills useful in their interaction with the normal world. Further, the mere interaction helps the disabled children to reach their full potential in terms of education and social interaction. Obviously, this development is important because the disabled children have minimal intelligence and vocabulary and compounding them in segregated schools can only worsen their situation. In cases where the children are slow and cannot keep up with the normal children, they can be offered special and modified classes within the same schools.