diversity in special education

And one of the things that becomes tricky is because sometimes those factors are maybe a little bit more complicated to determine is that there might be fudging of those two criteria based on the context to either get what they think the student needs going forward. And what that means is that in school, not all kids with disabilities are eligible for special education. In the capabilities approach, equality of capability is an essential goal where absence would be connected with a deficit in dignity and self-respect (Nussbaum 2006, p. 292). Discussions on diversity and disability in dialogue with special educationalists and philosophers of education are not often found in the research literature. Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities. - 178.254.57.38. 2015. This encourages students to recognize themselves and others as individuals. Wald, J.L. 2020. In a more recent book, The Eichmann Trial by historian Deborah E. Lipstadt, Arendts view is criticized with regard to the background of Eichmanns memoir that was released in relation to a trial between Lipstadt and David Irving (a Holocaust denier). Use the Previous and Next buttons to navigate the slides or the slide controller buttons at the end to navigate through each slide. Spaemann states: But what does he or she mean by I? It is suggested that the issue of diversity, as it relates to disability, should be examined within the framework of fundamental educational questions. Spaemann, Robert. Terzi, Lorella. https://doi.org/10.1080/00131911.2019.1576590. Spaemann writes: Now its function has been reversed. That, being said, it is important as Taylor (2012) has pointed out, to ask in which ways the emphasis on achieved functionings will be a reflection of dominant norms and values. In addition, when students have positive diversity experiences, their interest in improving the lives of people in their . Jill Anderson: And what about policy? However, this does not mean that achieving functionings should not be emphasized, rather the issue is the order of things that gives importance to the fulcrum of educational practice. Kinds of people: Moving targets. And they only have information on their student for about 10 minutes. For example, the preamble to the disproportionality regulations notes that unequal autism identification rates across groups may reflect disparities in access to medical care, suggesting that the district offer early developmental screenings. It did not enable teachers and other professionals, according to Benjamin, to hold on to difference as a means of illuminating present inequalities and imagining radical alternatives (2002, p. 311). A Tale of Two Special Education Paradigms. Laura Schifter: First, one important thing to understand is that to be identified for special education under the law, it requires that you meet two criteria. That's like the whole point not to separate them. on the Parks-Eichmann paradox, spooky action at a distance and a missing dimension in the theory of education. So when we see differences that pop up in certain categories that are determined more by the educators within the school district instead of medical professionals, when we see patterns that indicate that these students also have segregated placements, these are indications that at a systems level we really need to ask ourselves what are practices on referral? I completely agree with Begon. Lilla Dale McManis, MEd, PhD has a BS in child development, an MEd in special education, and a PhD in educational psychology. It doesn't mean that 100% of the time all students with disabilities are educated alongside of non-disabled peers and the preference is towards inclusive classrooms. He writes that the term person has, since Boethius famous definition of the person as the individual substance of rational nature, been a discussion within philosophy to identify attributes that licence us to apply the terms to certain beings (p. 1). Artiles, A. J., Kozleski, E.B., Trent, S.C., Osher, D., & Ortiz, A. Superfund Cleanups and Infant Health. Jill Anderson: Is there a specific policy recommendation that you would make? So we're looking at it at a systems level and I think what some of the evidence that we have raises questions about is it really indicates a pattern that would suggest that maybe not all of the decisions that we are making are appropriate. Factors associated with English learner representation in special education: . Barnes (2018), therefore, disputes the value of the disability/impairment distinction and argues for a solidarity-based approach to theorizing disability, seeing the term impairment as superfluous to an understanding of disability (p. 1159). Whether these differences turn out to be disabling for that particular person, depends on cultural, material, valuerelated and structural factorsthe life experience of that person. Could this perhaps unveil an implicit view of ability expectations, a preference for certain abilities (Wolbring 2012) inherent in Nussbaums capabilities list as capabilities are important, when they contribute to functionings? The Relationship Between Diversity and Inclusion For each student to learn and participate in the classroom, all boundaries and barriers must be found and resolved. Biesta has written extensively on this theme. Taylor asks [a]re we justified in requiring certain functionings in children that they will need to achieve adult capability even when this entails an imposition of communicative functioning norms? The way that they have tried to address it is by pushing states to identify districts that have significant disproportionality for identification, placement, and discipline for students of color in special education. One of those regulations are actually just being implemented for the first time more aggressively now. I think what we need to be concerned of are some of the problems with special education identification and that includes stigma, lower expectations, and the potential to be segregated from your non-disabled peers. National Center for Children in Poverty. An inclusive classroom also provides global academic benefits, such as improved critical thinking (Bowman, 2010) and higher overall achievement levels for both majority and minority group members (Elicker et al., 2009). European Journal of Special Needs Education 24: 155168. He then investigates the different inclusion and exclusion mechanisms in the contexts of social life, and analyses different factors that influence these person-making significances. Certain conclusions of his are as follows: As to what I have called interpersonal personhood, or the interpersonal component of what it is to be a person in a full-fledged sense, it is simply a fact that many disabled people suffer from lack of it (p. 88). In this article, I bring these fields of research together and draw on research from the philosophy of education, special education and Disability Studies. In his discussion relating to these various cases, Ikheimo questions whether everyone will agree that there are two persons in the room, even though there may be no doubt that there are humans in the room (p. 78). In contrast to claims that would be made by Hannah Arendt that he did not really understand the enterprise in which he was involved, the memoir reveals a man who considered his Nazi leaders to be his idols and who was fully committed to their goals (p. xix) see: Lipstadt, Deborah E. 2011. As Demmer-Dieckmann (2011) wrote, Some of those factors might be how well prepared the teacher feels to discipline their classroom. We do not want to live in a society where parents describe access to dyslexia (or other) services as a rich mans game.16 Its less troubling for those who view special education as stigmatizing and punitive, even for students who are appropriately identified and indeed, we have little understanding of how well or poorly special education serves its students. And this is one of the things that we do in my class is we have students simulate that eligibility process where all the different people in the room. Minority Students in Special and Gifted Education. Appreciating Special Education Students' Diversity By Thomas Armstrong February 05, 2013 6 min read Thomas Armstrong Thomas Armstrong, a former special education teacher, is a keynote. London: Allen Lane. The emphasis is on the capability to function, what a person can do or can be. In order to explain such human actions, a paradigm of existence is essential, where the question of the I is foregrounded, encouraging the how of human life. Jill Anderson: So tell me a little bit more about what you did find out because it sounds like there's a lot of reasons that you might end up seeing disproportionate numbers of kids in these classes. It gives kids access to interventions that a lot of kids really do need, and that's important to recognize. Watertown, MA: Intentional Educations. The impairment/disability distinction has been pivotal in Disability Studies across several decades. To answer this question, we must compare the likelihood that a black student participates in special education with that of an otherwise identical white student. Sociologies of disability and illness: Contested ideas in disability studies and medical sociology. No matter what type of school a student attends, there are often tradeoffs when it comes to . The minority body: A theory of disability. A short summary of the different paradigms follows. 2009. She criticises the use of the term diversity in education as an all-compassing term. Discussing inclusive education: An inquiry into different interpretations and a search for ethical aspects of inclusion using the capabilities approach. It enables the language of education in education to exist and hence makes it possible to put persons back into education, which Pring (2012) is urging the field of education to instigate. Spaemann lists six reasons for building his argument in order to show the intuitive conviction that all human beings are persons (see Spaemann 2006. According to Biesta, this is the case because the acquisition of new habits and knowledge in Deweys theory of education is acquired by placing the human organism in new environments as it is through interaction with such environments that human organisms acquire new habits and knowledge and hence learn (p.7). Rather than acknowledging this order Parks insisted on preserving her own self-respect, and she opposed the social structure. Understanding the human being in this way rather contributes to a depersonalization, of the language in education, as pointed out by Pring (2012). Spaemanns distinction was important, I argued, in order to oppose the emphasis on an ever-increasing ability expectation that is often highlighted by advocates of enhancement (Buchanan 2011ab). 155156). The social model of disability: A philosophical critique. However, Prings critique is highly relevant also regarding the field of special education. Cognitive enhancement and education. Disability & Society 31: 116. Quite obviously two? Cultivating Diversity, Equity, . And then another flag for concerns for us for low income students was what happens after their identification. https://doi.org/10.1177/1478210320910312. Reading, writing and arithmetic are important only if they serve to make our children more humane (Strom and Parsons 1994, pp. Felder, Franziska. Jill Anderson: This seems like something that's very difficult to do. Spaemann, Robert. What that might be in a school district is something like multi-tiered systems of support where you're providing different interventions for kids over time and seeing how they respond to those interventions before referring a kid for special education to try and see if there's a way that we can provide more structure within general education to provide various services for kids before referring for special education. Inclusive education emphasizes the importance of removing barriers, promoting equity, and embracing diversity. Barnes, explicitly focuses on physical disability in her social philosophy, which does not include psychological and cognitive/intellectual disability (2016, p. 2). Professor Scott Imberman examined how often black and Hispanic students are identified as needing special education compared to white students, leading to new findings on disproportionality and racial gaps. This requires inclusive educational settings, where the child can experience different beings and doings, and is exposed to a variety of opinions, manners and values. Engaged scholarship that draws from lived experience, praxis, and/or diversity science is encouraged. Begon states we are asking individuals to agree that the ability to perform a functioning of which they are incapable is essential to a dignified life (p. 166). Theoharis builds her book on publications and photographs about the life of Rosa Parks that was released to the public in 2015 (p. viii). Program Policies, Doctor of Philosophy in Education (Ph.D.) Program Policies, Doctor of Education Leadership (Ed.L.D.) The capabilities approach is a political doctrine about basic entitlements that focus on what people actually are able to be and do (Nussbaum 2006, pp. In a language of learnification, the process of education is described as that of teaching-and-learning, where teachers become facilitators of learning, schools are seen as a learning environment and teaching has been redefined as the creation of learning outcomes (Biesta 2012, p. 583). However, a language of the person needs to be embedded in un understanding of what it is to be a person. Discussions on diversity are often addressed in relation to disability and inclusive education, but seldom are the discussions framed within a broader context, reflecting on interpretations of overarching educational ends. When the focus is on opportunities to exercise control in certain domains (Begon 2017pp. Terzi, Lorella. New research by Morgan, Farkas, Hillemeier and Maczuga once again finds that when you take other student characteristicsnotably family income and achievementinto account, racial and ethnic. 2008. The important thing to understand about the eligibility process for special education is that it's not simple and it's really complex. Demonstrating a change in the order of logic, as Spaemann illustrates in the above citation, is I will argue, exemplified by the aforementioned five cases in Ikheimos thought-experiment. From: https://www.nap.edu/catalog/10128/minority-students-in-special-and-gifted-education. An example could be the controversy relating to what kind of achieved functionings deaf children or those with a hearing impairment and their parents, are encouraged to strive for (cochlea implants, sign language, oral therapyFootnote 1) in order to develop the capabilities of their child and to partake in situations concerning their childs future life. Reindal, S.M. Functionings can involve quite basic characteristicssuch as being well-nourished, being in good health, and receiving an education as well as involving complex activities and states of beingsuch as having self-respect.
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