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The disability rights movement is a global social movement that seeks to secure equal opportunities and equal rights for all people with disabilities.
Special education is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.
The Individuals with Disabilities Education Act (IDEA) is a piece of American legislation that ensures students with a disability are provided with a Free Appropriate Public Education (FAPE) that is tailored to their individual needs. IDEA was previously known as the Education for All Handicapped Children Act (EHA) from 1975 to 1990. In 1990, the United States Congress reauthorized EHA and changed the title to IDEA. Overall, the goal of IDEA is to provide children with disabilities the same opportunity for education as those students who do not have a disability.
The New York City Department of Education (NYCDOE) is the department of the government of New York City that manages the city's public school system. The City School District of the City of New York is the largest school system in the United States, with over 1.1 million students taught in more than 1,800 separate schools. The department covers all five boroughs of New York City, and has an annual budget of around $38 billion.
Employment tribunals are tribunal public bodies in both England and Wales and Scotland that have statutory jurisdiction to hear disputes between employers and employees.
Mainstreaming, in the context of education, is the practice of placing students with special education needs in a general education classroom during specific time periods based on their skills. This means students who are a part of the special education classroom will join the regular education classroom at certain times which are fitting for the special education student. These students may attend art or physical education in the regular education classrooms. Sometimes these students will attend math and science in a separate classroom, but attend English in a general education classroom. Schools that practice mainstreaming believe that students with special needs who cannot function in a general education classroom to a certain extent belong in the special education environment.
Pathlight School is a special school for children with autism in Singapore. Founded in 2004, it is run by the non-profit Autism Resource Centre and comprises one half of the national educational provision for autistic children. The school educates students in social and life skills, teaches them mainstream curriculum subjects and prepares them for employment in an autism friendly environment. With more than 2000 pupils enrolled, the school has been noted for its achievements in special education in Singapore.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
Special education in the United States enables students with exceptional learning needs to access resources through special education programs. These programs did not always exist. "The idea of excluding students with any disability from public school education can be traced back to 1893, when the Massachusetts Supreme Court expelled a student merely due to poor academic ability". This exclusion would be the basis of education for all individuals with special needs for years to come. In 1954, Brown v. Board of Education sparked the belief that the right to a public education applies to all individuals regardless of race, gender, or disability. Finally, special education programs in the United States were made mandatory in 1975 when the United States Congress passed the Education for All Handicapped Children Act (EAHCA) "(sometimes referred to using the acronyms EAHCA or EHA, or Public Law 94-142) was enacted by the United States Congress in 1975, in response to discriminatory treatment by public educational agencies against students with disabilities." The EAHCA was later modified to strengthen protections to students with disabilities and renamed the Individuals with Disabilities Education Act (IDEA). IDEA requires states to provide special education and related services consistent with federal standards as a condition of receiving federal funds.
The right to a Free Appropriate Public Education (FAPE) is an educational entitlement of all students in the United States who are identified as having a disability, guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA).
In clinical diagnostic and functional development, special needs refers to individuals who require assistance for disabilities that may be medical, mental, or psychological. Guidelines for clinical diagnosis are given in both the Diagnostic and Statistical Manual of Mental Disorders and the International Classification of Diseases 9th edition. Special needs can range from people with autism, cerebral palsy, Down syndrome, dyslexia, dyscalculia, dyspraxia, dysgraphia, blindness, deafness, ADHD, and cystic fibrosis. They can also include cleft lips and missing limbs. The types of special needs vary in severity, and a student with a special need is classified as being a severe case when the student's IQ is between 20 and 35. These students typically need assistance in school, and have different services provided for them to succeed in a different setting.
The Education (Scotland) Act 2004 is an Act of the Scottish Parliament that received Royal Assent in 2004. It seeks to redefine the law relating to the provision of special education to children with additional needs by establishing a framework for the policies of inclusion and generally practising the "presumption of mainstreaming" in Scottish education. The Act is an attempt to broaden the narrow definition of Special Educational Needs (SEN) which has typically been used to define children with special needs.
Special educational needs (SEN), also known as special educational needs and disabilities (SEND) in the United Kingdom refers to the education of children who require different education provision to the mainstream system.
The Special Educational Needs and Disability Act 2001, also known as SENDA, is an Act of the Parliament of the United Kingdom. It is intended as an adjunct to the Disability Discrimination Act 1995, which legislated to prevent the unfair treatment of individuals, in the provision of goods and services, unless justification could be proved. This legislation was deemed necessary as the previous Act did not encompass educational organisations. This was further replaced by the Disability Discrimination Act 2005.
Ari Daniel Ne'eman is an American disability rights activist and researcher who co-founded the Autistic Self Advocacy Network in 2006. On December 16, 2009, President Barack Obama announced that Ne'eman would be appointed to the National Council on Disability. After an anonymous hold was lifted, Ne'eman was unanimously confirmed by the United States Senate to serve on the Council on June 22, 2010. He chaired the council's Policy & Program Evaluation Committee making him the first autistic person to serve on the council. In 2015, Ne'eman left the National Council on Disability at the end of his second term. He currently serves as a consultant to the American Civil Liberties Union. As of 2019, he also is a Ph.D. candidate in Health Policy at Harvard University.
Disability in the United Kingdom covers a wide range of conditions and experiences, deeply impacting the lives of millions of people. Defined by the Equality Act 2010 as a physical or mental impairment with a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities, it encompasses various aspects of life, including demographics, legislation, healthcare, employment, and culture. Despite numerous advancements in policy and social attitudes, individuals with disabilities often encounter unique challenges and disparities.
Morénike Giwa Onaiwu is an American educator, author, and autism and HIV advocate. Alongside E. Ashkenazy and Lydia Brown, Onaiwu is an editor of All the Weight of Our Dreams, an anthology of art and writing entirely by autistic people of color published by the Autism Women's Network in June 2017.
Inclusive Classroom is a term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. In the United States, the Rehabilitation Act of 1973 guaranteed civil rights to disabled people, though inclusion of disabled students progressed slowly until the No Child Left Behind Act of 2001, after which almost half of US students with disabilities were soon in general classrooms.
Carter Churchill was a Canadian elementary school student when he and his parents', Todd and Kim Churchill successfully challenged the Newfoundland and Labrador English School District, (NLEDS), with a Canadian human rights tribunal claiming that Carter, who is deaf, was being discriminated against by not having access to a full time American Sign Language (ASL) interpreter, while in the classroom.
References
- ↑ "Supporting children in school - ASN Tribunals". Fife Council. Retrieved 27 June 2018.
- ↑ Harris, Neville; Riddell, Sheila (8 April 2016). Resolving Disputes about Educational Provision: A Comparative Perspective on Special Educational Needs. Routledge. ISBN 9781317064954.
- ↑ Fina, Valentina Della; Cera, Rachele (9 March 2015). Protecting the Rights of People with Autism in the Fields of Education and Employment: International, European and National Perspectives. Springer. p. 54. ISBN 9783319137919.
additional support needs tribunals for scotland.
- ↑ Wearmouth, Janice (23 October 2015). Special Educational Needs and Disability: The Basics. Routledge. ISBN 9781317382249.
- ↑ "President for new learning support tribunal". The Journal. Law Society of Scotland. 24 October 2005. Retrieved 27 June 2018.
- ↑ Carr, Stephanie (13 February 2006). "A welcome addition". The Journal. Law Society of Scotland. Retrieved 1 May 2016.
- ↑ Denholm, Andrew (29 April 2014). "Parents call for a tribunal to handle educational complaints". The Herald . Retrieved 1 May 2016.
- ↑ Watson, Linzi (25 January 2016). "More must be done to support autistic children in mainstream school, says education solicitor". The Herald. Glasgow. Retrieved 1 May 2016.
- ↑ "Tribunals to hear education discrimination claims". The Journal. Law Society of Scotland. 6 July 2010. Retrieved 27 June 2018.
- ↑ Hannan, Martin (15 October 2017). "Devolved and reserved tribunals to be brought under one roof in Glasgow city centre". The National. Retrieved 27 June 2018.
- ↑ "New chambers for First-tier Tribunal for Scotland". Scottish Legal News. 12 January 2018. Retrieved 27 June 2018.
- ↑ "Additional Support Needs". First-tier Tribunal for Scotland (Health and Education Chamber). Retrieved 27 June 2018.
- ↑ "Council breached Equality Act over failures in supporting autistic child's return to education". Scottish Legal News. 26 March 2018. Retrieved 27 June 2018.
- ↑ Seith, Emma (24 April 2018). "Sharp rise in special needs tribunal cases blamed on 'inadequate' provision in mainstream schools". Tes News. Retrieved 27 June 2018.
Growing numbers of parents are battling to send their children away to residential special schools due to the "inadequate" provision in mainstream education, a leading academic has warned.
