All children with disabilities like any other children deserve a quality education that will enable them build on their skills as well as developing competencies that enable them become productive in future. Most programs have been established to ensure that these children can access education. It becomes evident that most of the children with disabilities drop out of school without a regular diploma and others still graduate from schools without having acquired the relevant skills and social emotional competencies that constitute the 21st century learning skills. According to the EFA global monitoring report 2010, the children with disabilities show the highest number of dropouts from schools since they are excluded from quality education. Disability can be recognized as one of the least visible yet most potent factors in educational marginalization (Sobsey, 2004).
An analysis of the existing statistics on disparate sample studies gives us the configuration of the various types of disabilities among the children with most of the physical disabilities having the most reported incidences that is 41.5 percent compared to the other types of disabilities. In a descending order of incidence are visual disabilities 19.7 percent, speech and hearing disabilities 19.6 percent, intellectual disabilities with 7.5 percent, cerebral palsy with 7.0 percent, multiple disabilities with 3.4 percent, and mental disabilities with 1.5 percent. The overall prevalence rate for the young children with disabilities from ages 3 to 10 is approximately 2.6 million (which is an approximation of 10 percent of the total children population figures in US (Sobsey, 2004).
[...] Increasing awareness is one of the strategies identified in order to increase awareness on disability and also education via a collaborative effort, which is at the government level and the community at large. For example, in most of the developing nations, it becomes evident that no clear voice pushing for change on this issue and awareness raising can be accomplished at relatively minimal level. One of the biggest challenges towards educating children with disabilities is the general lack of awareness about the whole issue. It is essential to collect more data so that the children can be involved in the education agenda. [...]
[...] All those children with poor grades can be classified as having a learning disability, often without any proper assessment as to why these children experience barriers to learning. It becomes evident that majority of these barriers can be as a result of cramped classrooms conditions, inflexible curricula, lack of learning materials and lack of child friendly and child centered teaching approaches (Jones, Apling & Smole, 2004). After identifying the barriers, it is essential to address the various ways which can be used to remove all these barriers to learning, development and participation. [...]
[...] There are several steps that can be applied in order to meet the educational needs of children with disabilities. Interventions should begin at the earliest stage possible. For instance, interventions at maternal and prenatal care to prevent and also minimize the disability issues since most of them occur during the maternal period. On an institutional level, the states should focus hugely on their ministerial policies as this would improve coordination and consistency. Issues which are related to disability can be built into existing model programs and also established schools. [...]
[...] According to the EFA global monitoring report 2010, the children with disabilities show the highest number of dropouts from schools since they are excluded from quality education. Disability can be recognized as one of the least visible yet most potent factors in educational marginalization (Sobsey, 2004). An analysis of the existing statistics on disparate sample studies gives us the configuration of the various types of disabilities among the children with most of the physical disabilities having the most reported incidences that is 41.5 percent compared to the other types of disabilities. [...]
[...] & Kendrick, J Teaching Gifted Students with Disabilities. New York: Prufrock Press Inc. Jones, N., Apling, R., & Smole, D Individuals with Disabilities Education Act (Idea: Background and Issues. New York: Nova Publishers. Kirk, S., Gallagher, J., & Coleman, M Educating Exceptional Children. New York: Cengage Learning. Sobsey, R Educating children with multiple disabilities: a collaborative approach. [...]
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