Ethical Futures by 20154208

AL
by Angela Lichaa1 view·Updated Oct 25, 2021
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  1. when growing up in schools and working in childcare, it
  2. has come to my attention that people with disabilities are
  3. treated differently and this is ethically wrong.
  4. This is an issue that I am going to further
  5. elaborate on.
  6. As I have noticed, This is an issue in schools
  7. and childcare.
  8. This could be because teachers are not trained on how
  9. to teach students with disabilities or they may not try
  10. hard enough to help them or teach them as a
  11. student requires more attention.
  12. In my opinion, it is ethically wrong as parents trust
  13. teachers to help and teach their Children.
  14. The disability standards for education 2005 is meant to ensure
  15. that all students be treated equal as they indicate, that
  16. all principals and teachers have legal obligations to ensure that
  17. every student is able to participate in the curriculum on
  18. the same basis as their peers through meaningful and formal
  19. learning. The Disability Standards for Education 2005 Comes Under the
  20. Legislation, Disability Discrimination Act 1992.
  21. This act promotes society's acceptance of not only people living
  22. with disabilities, but also states that they should have the
  23. same basic rights of everyone within the community by eliminating
  24. the discrimination towards people with disabilities, discrimination for people with
  25. disabilities is ethically wrong.
  26. And it's a huge issue in education.
  27. This has been demonstrated through multiple articles, which explained that
  28. students with disabilities are being excluded due to teachers not
  29. being trained on how to teach them.
  30. Mike Oliver and Colin bonds have indicated in disability studies,
  31. disabled people and the struggle for inclusion that the disabled
  32. child in education may well have an impairment by his
  33. or her participation in school is restricted by inaccessible curriculum,
  34. negative stuff attitude and physical barriers to getting around.
  35. This is also illustrated by need high.
  36. Single in the article disability poverty and education implications for
  37. policies and practices as she states, the exclusion of people
  38. with disabilities from and within the education system remains a
  39. significant concern.
  40. Child Children with disabilities face limited opportunity due to lack
  41. of trained teachers, restrictive curriculum, physically inaccessible buildings and the
  42. inability to participate in the education system.
  43. Single captures this through the knowledge of statistics that disabled
  44. people being significant law in progression rates and enrollment.
  45. She also finds that there is an increasing amount of
  46. students with disabilities lacking participation and engagement within schools as
  47. a result of being left out by teachers as they
  48. feel it's too difficult to teach them due to a
  49. lack of trainee in, to support people with special needs.
  50. This is represented through the Australian Training Institute Of Health
  51. and Welfare People with Disability in Australia 2020.
  52. The statistics of discrimination within education for disabled students aged
  53. 15 and over in the last year, significantly high as
  54. captured through the statistics.
  55. One in 32 of those who experienced disability discrimination have
  56. experienced disability discrimination from a teacher or lecturer, one in
  57. 6 attending a school or other educational institute experience disability
  58. discrimination inside or outside the education system.
  59. one in 11 of those who avoid situation because of
  60. disability, of where to go into school universities or an
  61. educational facility.
  62. Another article addressing this issue is article conceptions of disability
  63. education. A systematic review by annabelle marina and few insta
  64. car neuro.
  65. They explained the issue as to why disabled students are
  66. being left out and or not, learning is due to
  67. teachers lacking skills or knowledge as as they have not
  68. been trained to teach disabled students.
  69. This is represented through the lack of knowledge necessary to
  70. address the needs arising from disability is one of the
  71. main barriers to the development of inclusion education.
  72. Therefore, teachers training constitutes an essential element in the inclusion
  73. of students with disabilities.
  74. Even the teachers are stating that they are struggling and
  75. how to teach disabled students due to the lack of
  76. knowledge as illustrated through the quote.
  77. Even teachers themselves admit to having limitations which prevent them
  78. from offering these students the attention they deserve due to
  79. a lack of information and training and disability and inclusion
  80. inclusive education.
  81. There are many ways to help fix this issue within
  82. schools, but some of the most effective ways to help
  83. support disabled students within education have been established and addressed
  84. According to Marina and current Nello 2020, they say that
  85. by training teachers in how to teach disabled students, the
  86. teachers start to embrace the needs and wants of the
  87. disabled students which allows them to respond correctly and efficiently
  88. in helping and teaching them.
  89. This is represented in the article through a quote stating
  90. disability training, sensitize sensitize teachers to the needs of these
  91. students and help them respond appropriately, not only to students
  92. with disabilities but to all existing diversity in the classroom.
  93. Studies have been issued to address this by allowing and
  94. bringing awareness to training for teachers and students in disabilities.
  95. This brings teachers to help change their attitudes, knowledge and
  96. beliefs towards disabled people and motivate them to learn more
  97. about disabilities, especially in education, marina and Carrero also state
  98. that teachers could teach students from an early age in
  99. disability as it is an essential part of society.
  100. This helps students develop relationships with disabled people, not just
  101. within schools, but bringing them awareness of disability outside of
  102. the classroom.
  103. As shown through the quote, the importance of both teachers
  104. and students learning about disability from an early age was
  105. mentioned as an essential element for generating a climate that
  106. improved relations between students with disabilities and other students and
  107. teachers. Thus helping to move towards inclusive education.
  108. Some schools have worked to adjust ways to help and
  109. support disability in education, and what they noticed is that
  110. by teachers bringing in inclusive methods and a participation.
  111. Disabled students has helped, it has helped disabled students improve
  112. not only the school, but teaching for all students as
  113. address these studies that schools have used to find an
  114. effective way to teach disabled students, for instance, finds only
  115. discuss an example of Middle Eastern teachers who have used
  116. tools such as the index to improve teaching methods and
  117. school culture.
  118. This helpful inclusion to ensure that all students are supported
  119. and feel welcome and feel welcomed in La Resto teaches
  120. her adopted inclusive approaches, and this Said that this helped
  121. them improve schools for all learners and made them better
  122. teachers for the year.
  123. Standards for education 2005 needs to find more ways to
  124. help support disabled students from disability discrimination as it is
  125. a major issue within education and should be addressed.
  126. This is because they need justice and support, and also
  127. you need to find better ways to fix this issue.
  128. Mhm. Thank you.