Applied Final Project: Disability And Education Student Disa

Applied Final Projectdisability And Educationstudentdatedisabilities

Disabilities come in various forms and affect all ages and genders in today’s society. According to the U.S. Census Bureau, it is estimated that 18.7% of the United States population has a disability (Americans with Disabilities, 2012). This equates to roughly 56.7 million people as of 2010 (Americans with Disabilities, 2012). There are different types of disabilities ranging from physical, medical, and learning.

Physical disabilities can result from congenital conditions at birth, accidents throughout life, or other diseases that progress over time. Medical disabilities consist of conditions that affect one of the body’s systems like diabetes, multiple sclerosis, AIDS, and cancer (Johns Hopkins, n.d). Finally, learning disabilities impact the person’s ability to speak, listen, read, write, and other intellectual abilities used during everyday life (Johns Hopkins, n.d). Unfortunately, children are forced to manage these disabilities in school from a young age as well as young adults in college. Children with disabilities are far too common.

As of 2011, 13% of the student population aged three to 21 has a disability (Fast facts, 2013). Of the 13%, 4.8% have a learning disability (Fast facts, 2013). There are concerning statistics regarding students with learning disabilities, such as a 67% high school graduation rate compared to 74% for students without disabilities. Additionally, 10% of students with a learning disability continue to college within two years of graduating high school, compared to 28% of students without disabilities (Learning Disability, n.d).

Simi Linton notes that few disabled students attend college because they often attended special education classes beforehand, which may limit college opportunities (2006). Two articles are discussed: the first from the National Education Association (NEA) Today about challenges faced by children with disabilities; the second from US News about college students with learning disabilities navigating resources after secondary education laws no longer apply.

The NEA article describes two children: Jay Spencer, a sixth grader with Leber Congenital Amaurosis (LCA), and Curtis Whitley, a recent high school graduate with cerebral palsy. Despite their disabilities, both excel in activities and seek equal treatment, emphasizing the importance of support systems and accommodations such as teacher assistance and assistive technology (Long, 2013). In Jay’s case, his teacher emphasizes verbal instructions and uses tools like a Braille device to aid his learning, exemplifying universal design principles.

The second article highlights the challenges college students with learning disabilities face after high school, where legal protections like IDEA no longer apply. These students must advocate for accommodations, disclosing their disabilities and seeking resources such as note-takers, tutors, and accessible technology (Smith-Barrow, 2013). Both articles emphasize the importance of inclusive education and accessible technology, along with the necessity of awareness among peers to foster acceptance.

Paper For Above instruction

Disability and education are intertwined realms that shape the experiences of students across all educational stages, from primary school to higher education. While disabilities vary in type and severity, each student’s right to equitable access to education remains a fundamental concern. Understanding the challenges faced by students with disabilities and recognizing the resources and policies that support them is crucial to creating inclusive learning environments.

Physically disabled students, such as Jay Spencer, and students with learning disabilities, such as Montel Medley, exemplify resilience and the potential for success when appropriate accommodations are in place. Jay’s visual impairment, caused by Leber Congenital Amaurosis, presents substantial challenges in visual tasks, but his proactive support system, including specialized technology like Braille, along with responsive teaching strategies, helps him succeed academically and athletically (Long, 2013). Similarly, Montel Medley's story illustrates that students with autism or other learning challenges can achieve academic excellence, including valedictorian honors, through determination and the right resources (Wiggins, 2014).

Access to resources and accommodations varies significantly between primary and secondary education and higher education. Children with disabilities benefit from laws such as the Individuals with Disabilities Education Act (IDEA), which mandates free appropriate public education and the development of individualized education plans (IEPs) tailored to their needs (Guide to Disability Rights Laws, 2009). These legal protections ensure early intervention and inclusive classroom environments, fostering development and social integration. Teachers and school staff are trained to adapt their instruction and utilize universal design principles, ensuring that curricula are accessible to all students, regardless of their disabilities.

Conversely, college students with disabilities often face different challenges. The protections under IDEA do not extend to higher education, requiring students to self-advocate and disclose their disabilities to access accommodations. Resources such as note-takers, disability services offices, assistive technology, and quiet study spaces become essential. For example, college students with learning disabilities frequently rely on software that translates text to speech or allows audio recording of lectures, enabling them to participate fully in academic activities (Smith-Barrow, 2013). However, stigma and lack of awareness can restrict willingness to disclose, resulting in unmet needs and lower academic achievement.

Inclusion is further challenged by societal discrimination and stereotypes, which often manifest as bullying and social exclusion. Studies indicate students with disabilities are two to three times more likely to be bullied than their peers without disabilities (Bullying and Harassment, n.d). Such discrimination impacts mental health, self-esteem, and overall educational engagement. Schools that promote awareness through presentations, inclusive policies, and peer sensitivity programs can foster supportive environments, reducing prejudice and fostering acceptance (Linton, 2006).

The importance of universal design and accessible technology cannot be overstated. Video captioning, audio descriptions, and other assistive technologies serve dual purposes by aiding students with disabilities and enhancing accessibility for all learners. For instance, captioned videos not only assist students with hearing impairments but also support students learning English or with reading difficulties. When implemented widely, universal design practices promote a more equitable educational landscape, benefiting all students and fostering social cohesion.

Despite legal advances, disparities persist, especially in postsecondary education. Students often face logistical challenges such as shared living spaces, which may complicate study routines or social interactions. Advocating for transparent communication with roommates about disabilities and accommodation needs becomes critical. An example of overcoming adversity is Montel Medley, whose academic achievements and leadership as valedictorian demonstrate that with adequate support, students with disabilities can thrive academically and socially (Wiggins, 2014).

In conclusion, equitable education for students with disabilities requires a multifaceted approach encompassing legal protections, resource availability, inclusive pedagogy, and societal attitude changes. Laws like IDEA and ADA provide frameworks for compliance and support, but active effort is necessary at institutional and community levels to foster truly inclusive environments. Recognizing individual differences, promoting awareness, and leveraging technology will ultimately help eliminate barriers, ensuring students with disabilities can reach their full potential and contribute meaningfully to society.

References

  • Americans with Disabilities Act of 1990 (ADA). (2012). U.S. Census Bureau. https://www.census.gov
  • Bullying and Harassment of Students with Disabilities. (n.d). StopBullying.gov. https://www.stopbullying.gov
  • Fast facts: Students with disabilities. (2013). National Center for Education Statistics. https://nces.ed.gov
  • Guide to Disability Rights Laws. (2009). U.S. Department of Education. https://www2.ed.gov/about/offices/list/ocr/docs/ disability.html
  • Johns Hopkins Office of Student Disability Services. (n.d). https://studenthealth.jhu.edu/disability-services/
  • Linton, S. (2006). My body politic. University of Michigan Press.
  • Long, C. (2013). Students with Physical Disabilities Speak Out on Challenges in School. NEA Today.
  • Smith-Barrow, D. (2013). Succeed in College as a Learning Disabled Student. US News & World Report.
  • Wiggins, O. (2014). High school valedictorian has a 4.0 GPA, is headed to Towson University and is autistic. The Baltimore Sun.
  • Learning Disabilities: Fast Facts. (n.d). Johns Hopkins Medicine.

Related Assignments