Why is all this important and what does it have to do with current provision and inclusion of disabled children and young people into society and education?

It is interesting to note that the ‘inclusive’ policies of the late Victorian and early modern era were to put disabled children into these institutions so they could be properly ‘cared for’. The alternative for some was a miserable life on the street, begging or worse. For others, their families would care for them, whatever their means. Current ‘inclusive’ wisdom says that it is better for a child to be educated in a mainstream school in their local community. Rather like the Victorians, we could accept the current social dogma of the day and not question that this is the case. There are many arguments for diversity in education, as in life. What you, the reader, should consider in your professional capacity is not how severe or what the nature of a disability is, although this will inevitably be apparent, but whether the environment that the child or young person is attempting to learn in (and live in) goes some, if not all, of the way to meeting their needs.

This is an expression of what is called the ‘social model’ of education in which we all have a responsibility and the ability to adjust the physical, social and educational environment to enable a young person to achieve in the broadest sense. It is in direct contrast to the ‘medical model’ where all the problems are seen as ‘within the young person’ and their ability to achieve anything lies solely within the domain of so-called ‘experts’. There is absolutely no doubt that this view, spread abroad by the language of medical and psychological ‘experts’ (as in comparative studies of psychology and biology) has contributed greatly to a societal view of disabled people as ‘abnormal’. Other influences have been religion (it is God’s punishment), eugenics (breeding of the perfect human, prevalent in Europe and America in the 1920s and 1930s), and more recently media and advertising that promotes unreal stereotypes for us all to aspire to.

All these historical and ethical perspectives have an impact on what happens in classrooms every day. The deeper social and psychological influences that pervade professional practices cannot be ignored.

اخر الاخبار

اخبار العتبة العباسية المقدسة

المجمع العلمي للقرآن الكريم يصدر الكتاب الثاني من سلسلة يخشى

قسم الشعائر يكرّم أصحاب المواكب المشاركة في إحياء ذكرى شهادة السيدة الزهراء (عليها السلام)

جامعة العميد تستقبل طلبة المراحل الأولى المقبولين ضمن كلياتها للعام الدراسي الجديد

سماحة السيد الصافي يكرّم طلبة حفظ القرآن الكريم المتفوّقين ويؤكّد دور التدبّر في الهداية والتكامل

المزيد

الآخبار الصحية

طبيب يكشف تأثير برودة الشتاء على النوم

دون أن تعلم.. 10 عادات يومية تسرع شيخوخة جسمك

تقرير: النيكوتين خطر على القلب مهما كانت الطريقة

أيهما أفضل لصحتك.. زبدة الفول السوداني أم النوتيلا؟

المزيد

الآخبار التكنلوجية

السعودية تدشن أكبر نظام لتخزين الكهرباء بالبطاريات في العالم !

بأمر تنفيذي.. ترامب يؤكد هدف عودة الأميركيين إلى القمر في عام 2028

بعيدا عن البشر.. "قتال جوي في الفضاء" بين أميركا والصين

كشف مذهل في قاع "برمودا" !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998