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Through various legislative measures, the government has made efforts to eliminate any for m of discrimination against students with disabilities (Goldenson, 1978). The Rehabilitation Act of 1973, for the first time emphasized that no discrimination should occur against disable students in determining any state funding or scholarship opportunities.
After observing a weak implementation of the law, it was final that stringent measures are required to help accelerate the process of developing accommodation facilities within the educational system (Iovacchini & Marion, 1983). It is a moral obligation of the educators to provide for students with disabilities, in order to help them succeed and integrate into the social setup. The US Department of Education, thereby, banned any form of discrimination against any student with mental or physical impairment, in 1988. Research shows that a wide majority of teachers and educators believe that students with disabilities deserve equal opportunities and should not face any form of discrimination at school or at work. However, at the same time only around a third of them believe that they have adequate resources available to provide a quality learning experience to students facing any major disability (Aksamit, Leuenberger & Morris, 1987). They also believe that little infrastructure is available in schools to accommodate such students and little or no training is provided to teachers to effectively assist such students. Finally, teachers think they do not have adequate time to cater to the individual needs of disable students.
In it, important to bear in mind that the relative number of students reporting a disability, is increasing every few years, and therefore, it is important to cater to the needs of this segment (Kolstoe, 1978). Due to medical advancement, a large number of disabled individuals can
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Unfortunately the needs of these people has been echo by uninterrupted image of poor health support uptake, lack of satisfactory care for morbidity, lack of good and proper to health care and un familiar health needs. As Gates (2009) a product there has been a great discrepancy flanked by the health of the common community and that of the learning persons with disabilities.
al, legislative and educational movement for increasing the opportunities for students with disabilities, placing them in the same learning environment as non-disabled students whenever possible.
The success of inclusion, however, is dependent on a number of variables,
olicies indicating improved teacher-student relationships associated with positive outcomes, there is limited empirical research on specific school attitudes of at-risk students. This study aims to investigate the relationship between a student’s perception of self, as
She does not understand the full potentiality and scope of her profession. A teacher’s role does not finish in school but also should extend to parents if the child’s welfare demands for it. Students are supported
The author states that as far as deafness is regarded as a disability it is ethical to undertake measures like in vitro genetic screening of human embryo. The understanding that deaf persons are a minority due to their culture and language does not change the argument that in vitro genetic screening of human embryos is ethically right.
Some of the scholars who are not in support of children with disabilities being included in the mainstream system are Kauffman, McGee and Brightman (2004). On the other hand, Giangreco is in full support of this step and advocates
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