Rights of Disabled Children
In the United States, there are 4.5 million of youths who are considered disabled. Basically, a disabled child is someone whose age is less than or equal to 21, and who possesses physical, mental, or behavioral disorder (ERIC Digest #E456). Because of such handicaps, in terms of education, the disabled children are those who require certain amount of special assistance and attention to meet and achieve their needs and potentials.
Under the law governed by Education for All Handicapped Act of 1975, a child with disability has the right to special education. This Act directs a provision of funds to states and local districts for the education program of disabled children. It includes and mandates the provision of the following.
A comprehensive diagnosis of each child's disabilities by a qualified professional team, an annual review of each child's progress, the involvement of parents in educational decisions, and local school districts to actively search for and provide services to children between the ages of 3 and 5 who have disabilities (ERIC Digest #E456).
The question of what disabilities are covered by this Act is identified by Education for All Handicapped Act and the Individual with Disabilities Education Act (IDEA) by defining the term "child with disability" (Knoblauch & Sorenson, 1998) as the following.
A with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and related services."
IDEA and IEP
Individuals with Disabilities Education Act (IDEA) is an education act that provides state and local governments with financial assistance for the assurance to education of disabled children (ERIC Digest #E606). Eligible to this Act are those disabled children that qualify under the meaning of "child with disability" mentioned in the previous page.
The...
Though some have called for the abolition of the substitute parent juvenile justice system, Gardner argues that the punitive model need not result in such an abolition or in the reincorporation of the juvenile justice system into the adult system (Gardner 1987, pp. 129-151). The earlier American system was based on similar concerns raised more recently about the UK system and was also based on a view of protecting children.
The Cook County CDRED was formed in 1985 and is a private, non-profit organization supported by foundation and grants, as well as several individual donations annually. Our Mission To end disability-related discrimination and injustice through education and increased legal services for individuals and families with disabilities. This is accomplished through legal support and the support of local community families. To fight for and increase the rights of children with disabilities by changing
fifth of all Americans have some type of disability (United States Census Bureau, 2000). Alarming? Yes, however, disabilities do not discriminate and people of all ages, race, and socioeconomic backgrounds can be affected or have a family member who has a disability. Disabilities in children may include, but are not limited to Attention Deficit Hyperactivity Disorder, Asperger's Disorder, Autism, Central Auditory Processing Disorder, Dyscalculia, Dyslexia, Dysgraphia, Dysprazia, Learning Disabilities, and
Inclusion of a Child With Disabilities Child With Disability Inclusion of a child with disabilities into a general education class Inclusion is a right that should be provided to all children. Parents fight for access to quality education to their children even though they have disabilities. This fight has contributed to the provision of equal access to quality education opportunities and equal opportunities Roach & Elliott, 2006. The passage of the PL 94-142 lessened
disabled had nothing or little to contribute to the world in the educational, social, or employment arena. For the most part those that were disabled either physically or mentally were shuffled off to the side and largely ignored. They would be taken care of by family members or institutions and any discussion of growth or accomplishment was quickly discouraged. While this seemed natural for many years, recent history has
classroom instruction and are these ideas/strategies feasible for a particular classroom, can they be adapted, alter, or incorporated to benefit students with disabilities? A Critique of the Journal Article 'Cultural Models of Transition: Latina Mothers of Young Adults with Developmental Disabilities' and Implications for Classroom Instruction The journal article Cultural models of transition: Latina mothers of young adults with developmental disabilities was a qualitative examination of attitudes of Latina mothers of
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