Special Education - Essay Example

?Special Education Instruction Special Education Benefits and drawbacks to a person with disability living in urban and rural areas Disability is a challenge for both elderly and youths and it has numerous challenges that affect nearly all nations, but with different measures depending on the programs that every nation has put in place to help these persons (Strax et al., 2012). Notably, nearly 180 to 220 million youths have certain degree of disability worldwide and of this population nearly 80 percent are in the developing countries. In the developing countries most of this population is found in the rural areas since they are considered as unproductive. Additionally, the disable persons in the rural area usually lack essential facilities that usually facilitate or ease the livelihood of the disable person. Some of the facilities that they lack or get insufficiently include social amenities and formal special education since there are no or few special schools that deal with their cases (Strax et al., 2012). Nonetheless, the population in the rural areas enjoys certain degree of relief since they have reduced responsibilities or demands and completion of the available resources like the same set of population in the urban areas. The disable persons in urban area usually benefit from already set social amenities that are usually put in place by different organization and some governments to cater for them. Some of the amenities enjoyed by this desirable group found in urban area including having special schools with well structured curriculums, access to disable programs and services, and easy access to information that may be of help to their lives. However, the disable in the urban main challenge includes accessing certain competitive opportunities with the fully stable persons (Strax et al., 2012). Additionally, to some extent they often experience discrimination from people who never understand the situations of the disable persons thereby making them derailed and unmotivated to peruse certain things in life. 2. The THEMES and SUB-THEMES in the stories ISABELLA, MARTY, MOSHE and BENTINA Isabella’s Story Theme: The main theme is story is the education life of disable persons in the special education school. Isabella begins her story by saying “I will tell you some of the highlights in the special education systems (Strax et al., 2012, Pg. 164)”. As a special education student, Isabella narrates how education in this kind of setting can be hectic. The additional theme herein is the nature curriculum that the special education schools or class offer (Strax et al., 2012). In essence, they are different from the regular curriculums. Sub theme: The sub themes in this story are the challenges that are faced with this kind of education. She said, “My difficulties were focusing, sitting still, confidence, independence (Strax et al., 2012, Pg. 164)….” Moreover, in the category, there are challenges faced while interacting with others (social interaction that is full of discrimination and lack of respect to disable persons). Marty’s Story Theme: Everything about disability is special Sub theme: All these special programs of the disable persons are usually challenging to the disable persons themselves. Moshe’s Story Main theme: Moshe also addresses the special school life and the nature of learning involved. However, she picks her story from middle school (Strax et al., 2012). She also addresses the different or varied nature and attitude of special education teacher, for instance, at a point she said, “… the middle school totally sucked (Strax et al., 2012, Pg. 172)”. For instance, she noted that some of these teachers usually compare them with the normal students in a derailing ways. Sub theme: Challenges faced by disable students and their families. Bentina’s Story Theme: special school and classroom life and the associated challenges Sub theme: the Story addresses different challenges and a clear cut in these challenges. For instance, it notes that the classroom challenges usually depend on the attitude of the student to and from their teachers. However, it notes that despite these attitudes, a positive attitude of a student will actually count for the student’s educational development in such a classroom and school environment. According to her, “high school was better”… especially “the arguments with teachers (Strax et al., 2012, pg. 175-176)”. 3. Essence of FULL INCLUSION of children with DISABILITIES It will be vital to include children with disability fully in all aspects of other children. It is worth noting that the nature and degree of inclusion of these children will at a greater extend defined and determines the nature and levels of interaction and acceptance of the disable persons in the community. Noting from the experience narrated by the stories ISABELLA, MARTY, MOSHE and BENTINA (Strax et al., 2012); full inclusion of disable persons will reduce the degree of discrimination of this person in schools, employment areas, and social places. Additionally, including them fully will ensure that all they require for their daily usage are found in all areas since they will be in mind of designers and constructors. Including the disable children and persons will increase levels of understanding that these persons are never in their conditions due to their making, but due to natural circumstances. Moreover, some levels of sympathy that may be in other children may lead to high level of creativity and innovation with the aims of helping these persons towards reducing challenges that they often face. It worth noting that it is only through acceptance that the challenges experience by the disable will reduce or be eradicated completely. Reference Top of Form Top of Form Strax, M., Strax, C., & Cooper, B. S. (2012). Kids in the middle: The micropolitics of special education. Lanham, Md: Rowman & Littlefield Education. Bottom of Form Bottom of Form Read More