Laura Schifter: So I think that one thing that will be important for IDEA to do is right now we only require that states report data based on special education identification by race and ethnicity, and they are not required to look at it for low income students. Students from Low-Income Families and Special Education UN Plan of Action on Safety of Journalists | Inter Press Service Google Scholar. Special education focuses on individualized interventions and . In other words, we dont just want to know if black students are more likely to be in special education than whites; we want to know if black students are too likely to be in special educationor, as it turns out, not likely enough. Leeds: Disability Press. This is still the case, as is documented through statistics on children with impairments who are out of school (UNESCO 2020 pp.71). Shifrer, D., Muller, C., & Callahan, R. 2014. 3334). 2020. Intersectionality: A pathway towards inclusive education? Buchanan, Allen. The adjustment Begon argues for, is in my view, welcomed and is significant as it shifts the focus from opportunities to function to the persons own voice and opens a room for resisting what is assumed to be the embedded valuable functionings essential for a dignified life. Language of inclusion and diversity: Policy discourses and social practices in finnish and Norwegian schools. Morgan, Paul L., George Farkas, Marianne M. Hillemeier, and Steve Maczuga. In the U.S. overall, 14.5 percent of all students were special education students (ages 3-21) in 2020-21. Jewish Encounters. 2005b. To bring the I into play and keep the I of the student in play, is according to Biesta, specifically related to an understanding of education as existential, as opposed to education as cultivation (pp. The Eichmann Trial. Scully, Jackie L. 2012. Her opinion rests on a specific point of departure. These culturally responsive teaching strategies will help you to promote diversity in the classroom. Children and young people with various social and personal impairment effects, face other challenges in school which cannot just be interpreted in light of social marginalization and discrimination due to gender or skin colour. U.S. Department of Education. This is addressed by arguing that an understanding of diversity ought to be understood primarily in relation to being a personto be someone, and not a something like a bio-neuro-socio-cultural being, a concept coined by Biesta (2020), in which the human being is interpreted as a coordinate between a system axis and an individual. I believe that much of the critique regarding the enterprise of special education can be related to the task of education primarily being viewed as cultivation, where particular abilities and the achievement of specific functionings have been focused, often in combination with individual and medical interpretations of disability. But even with just gathering that information with 10 minutes about the student, different factors play into the determination of whether they're persuaded to decide that that child should be eligible for special education or not.
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