Issues related to Disabled People Education

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People with disabilities have had to battle against centuries of biased assumptions, harmful stereotypes, and irrational fears. The stigmatization of disability resulted in the social and economic marginalization of generations with disabilities, and thus has left people with disabilities in a severe state of impoverishment for centuries.

With an estimated 1,027 million people, India is the world’s second most populated country. It has 17 percent of the global Population and 20 percent of the world’s out-of-school children. Despite impressive gains in the last few decades India still has more than 260 million people living in POVERTY. A large number of children with disabilities live in families with income significantly below the poverty level. While disability causes poverty, it is also possible that in a country like India, poverty causes disability. The combination of poverty and disability results in a condition of “simultaneous deprivation. This is a syndrome that sets up barriers to the participation of persons with disabilities in the normal routines and activities of the community, including regular schooling.

The challenge of modifying deeply held attitudes: Attitudes of the non-disabled are proving to be a major barrier in the social integration of persons with disabilities. “The more severe and visible the deformity is, the greater is the fear of contagion, hence the attitudes of aversion and segregation towards the crippled”. Such attitudes reinforced by religious institutions may militate against any attempts to include students with disabilities into regular schools. For example, Hindus believe that disability is a consequence of misdeeds performed in the previous life (often referred to as the doctrine of Karma. Any attempts to improve the life of a person with a disability may be considered a “defiance of the wills of Allah or as interference with a person’s karma”

Barriers to education can take a variety of forms. They can be physical, technological, systemic, financial, or attitudinal, or they can arise from an education provider’s failure to make available a needed accommodation in a timely manner. The following appear to be the main barriers to educational service for students with disabilities:

Inadequate funding: This was cited as the prime reason for delayed and diminished special education Services at the elementary and secondary levels. Often, accommodation decisions are made based on budgetary considerations rather than on an assessment of the actual needs of students with disabilities. At the post-secondary level, the funding structure is highly complex, with some programs containing eligibility requirements and restrictions that raise Human Rights issues.

Physical Inaccessibility

Students with disabilities continue to encounter physical barriers to educational services, such as a lack of ramps and/or elevators in multi-level school buildings, heavy doors, inaccessible washrooms, and/or inaccessible transportation to and from school. Students at the post-secondary level also experience difficulty in securing accessible students housing.

Accommodation Process

Accommodation is not always provided in a timely manner, is often insufficient, and sometimes not provided at all. At the elementary and secondary levels, other difficulties include: delays at many stages of the accommodation process, a large backlog in the processing of claims for special education funding, long waiting lists for professional assessments, and delays in the provision of special education programs and services. At the post-secondary level, information about services and supports is not always accessible, there are delays in accessing accommodations, and the right of students to confidentiality is not always respected.

Lack of Individualization

At the elementary and secondary levels, some education providers are relying on blanket approaches to accommodation, rather than assessing each student on an individual basis. Some funding schemes rely on pre-set categories and labels, and emphasize student “weakness” rather than strength. Suspension and expulsion policies are at times rigidly applied and do not take into account a student’s individual circumstances. At all levels of education, there needs to be a greater recognition of the context in which discrimination occurs. Not all students will experience discrimination in the same way. For example, some students with disabilities are also members of other historically disadvantaged groups, and thus may experience discrimination on more than one ground.

Ineffective Dispute Resolution Mechanisms

The dispute resolution mechanisms that exist to deal with accommodation issues are often ineffective, and disputes about accommodation are often causing students to lose time in school, and are increasingly ending up at the Ontario Human Rights Commission as complaints. At the elementary and secondary levels, the appeal process for decisions regarding identification and/or placement of exceptional students is cumbersome, time-consuming and overly litigious, and does not allow for appeals regarding programs and services. At the post-secondary level, processes for resolving disputes are inconsistent, time-consuming, and often, place the onus of proof on students themselves to show that an accommodation would not cause undue hardship.

Negative Attitudes and Stereotypes

Students with disabilities continue to face negative attitudes and stereotypes in the education system. Lack of knowledge about and sensitivity to disability issues on the part of some educators, staff and students can make it difficult for students with disabilities to access educational services equally.

Education is a fundamental human right, and all people, regardless of their disability, should have access to quality education. However, many disabled people face barriers to education, including physical barriers, attitudinal barriers, and financial barriers.

Physical barriers can include inaccessible buildings, classrooms, and materials. For example, a student in a wheelchair may not be able to access a classroom that has stairs, or a student who is blind may not be able to read a textbook that is not in Braille.

Attitudinal barriers can include Prejudice And Discrimination against disabled people. For example, a teacher may not believe that a student with a disability can learn, or a parent may not think that their child with a disability should attend school.

Financial barriers can include the cost of tuition, books, and transportation. For example, a family with a disabled child may not be able to afford to send their child to a private school.

Despite these barriers, many disabled people are successful in school. There are many Resources available to help disabled students succeed, including assistive technology, individualized education programs (IEPs), and mainstreaming.

Assistive technology is any tool or device that can help a person with a disability function better. For example, a student who is blind may use a Braille reader, and a student who is deaf may use a hearing aid.

An IEP is a plan that is developed for each student with a disability. The IEP outlines the student’s educational goals and the services that the school will provide to help the student reach those goals.

Mainstreaming is the practice of educating students with disabilities in regular classrooms with non-disabled students. Mainstreaming can help students with disabilities learn and socialize with other students.

In addition to these resources, there are many things that schools can do to make education more accessible for disabled students. Schools can make their buildings and classrooms accessible, provide assistive technology, and train staff on how to work with disabled students.

Education is essential for all people, including disabled people. By providing access to quality education, schools can help disabled students reach their full potential.

Here are some additional resources on education for disabled people:

The National Center for Education Statistics (NCES) has a report on the status of education for disabled students in the United States.
The National Disability Rights Network (NDRN) has a fact sheet on the rights of disabled students to a free and appropriate public education.
The American Civil Liberties Union (ACLU) has a guide to the Americans with Disabilities Act (ADA) and education.
The U.S. Department of Education has a website on special education.

Here are some frequently asked questions and short answers about issues related to disabled people education:

What are the challenges that disabled people face in education?

Disabled people face a number of challenges in education, including:

Physical access: Many schools and classrooms are not accessible to disabled people, making it difficult for them to participate in class and learn.
Attitudinal barriers: Disabled people often face discrimination and prejudice from teachers, students, and other members of the school community. This can make it difficult for them to feel welcome and included in school.
Lack of resources: Disabled people often do not have access to the same resources as non-disabled students, such as specialized equipment, assistive technology, and qualified teachers. This can make it difficult for them to succeed in school.
What are some ways to address the challenges that disabled people face in education?

There are a number of ways to address the challenges that disabled people face in education, including:

Making schools more accessible: Schools can make their facilities more accessible by installing ramps, elevators, and other features that make it easier for disabled people to get around. They can also provide accessible restrooms and other facilities.
Training teachers and staff: Teachers and other school staff need to be trained on how to work with disabled students. This training should cover issues such as physical access, attitudinal barriers, and the use of assistive technology.
Providing specialized resources: Disabled students often need specialized resources, such as assistive technology, specialized equipment, and qualified teachers. Schools should make these resources available to all students who need them.
Creating a welcoming Environment: Schools should create a welcoming environment for all students, including disabled students. This means creating a culture of respect and inclusion, and making sure that all students feel welcome and supported.
What are some of the benefits of educating disabled people?

There are many benefits to educating disabled people, including:

Improved academic achievement: Disabled students who receive a quality education are more likely to achieve academic success. This can lead to better job prospects and higher earnings.
Increased social participation: Disabled people who are educated are more likely to participate in social activities and have a strong social network. This can lead to improved mental and emotional Health.
Reduced poverty: Disabled people who are educated are more likely to be employed and earn a higher income. This can lead to reduced poverty and improved Quality Of Life.
Increased civic engagement: Disabled people who are educated are more likely to be involved in their communities and participate in civic activities. This can lead to a more informed and engaged citizenry.
What are some of the challenges of educating disabled people?

There are a number of challenges associated with educating disabled people, including:

Cost: Educating disabled people can be expensive, as it often requires specialized resources and staff.
Lack of access: Many disabled people do not have access to quality education. This can be due to physical barriers, attitudinal barriers, or lack of resources.
Discrimination: Disabled people often face discrimination in education. This can make it difficult for them to succeed in school.
Lack of awareness: Many people are not aware of the challenges that disabled people face in education. This can lead to a lack of support for disabled students and their families.
What can be done to address the challenges of educating disabled people?

There are a number of things that can be done to address the challenges of educating disabled people, including:

Increase funding: Governments need to increase funding for education, so that all students, including disabled students, have access to a quality education.
Remove barriers: Schools need to remove physical, attitudinal, and other barriers to education for disabled students.
Provide training: Teachers and other school staff need to be trained on how to work with disabled students.
Create awareness: The public needs to be made aware of the challenges that disabled people face in education. This can help to reduce discrimination and increase support for disabled students and their families.

Which of the following is not a barrier to education for disabled people?
(A) Physical access to schools
(B) Lack of appropriate teaching materials
(C) Negative attitudes from teachers and students
(D) The cost of education
Which of the following is a positive impact of inclusive education?
(A) Disabled students are more likely to graduate from high school.
(B) Disabled students are more likely to go on to college.
(C) Disabled students are more likely to get a job.
(D) All of the above.
Which of the following is a negative impact of inclusive education?
(A) Disabled students may receive less individual attention from teachers.
(B) Disabled students may be placed in lower-level classes.
(C) Disabled students may be bullied by other students.
(D) All of the above.
Which of the following is the most important thing that can be done to improve education for disabled people?
(A) Provide more funding for special education.
(B) Train teachers to work with disabled students.
(C) Create more inclusive schools.
(D) All of the above.
Which of the following is a true statement about the education of disabled people in the United States?
(A) The Individuals with Disabilities Education Act (IDEA) guarantees a free and appropriate public education to all disabled children.
(B) IDEA requires that disabled students be educated in the least restrictive environment.
(C) IDEA has been successful in increasing the number of disabled students who are educated in regular schools.
(D) All of the above.
Which of the following is a true statement about the education of disabled people in the world?
(A) The Convention on the Rights of Persons with Disabilities (CRPD) guarantees the right to education for all disabled people.
(B) The CRPD requires that disabled students be educated in the least restrictive environment.
(C) The CRPD has been successful in increasing the number of disabled students who are educated in regular schools.
(D) All of the above.
Which of the following is a true statement about the future of education for disabled people?
(A) The trend is towards more inclusive education.
(B) The trend is towards more funding for special education.
(C) The trend is towards more training for teachers to work with disabled students.
(D) All of the above.