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Educational needs of children with disabilities

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  1. Introduction
  2. Barriers to educating children with disabilities
  3. Identifying barriers to learning, development and participation
  4. Ways to address educational needs for children with disabilities
  5. Conclusion

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. [...]

[...] Baltimore: P.H. Brookes Pub. Co. [...]

[...] Conclusion Many of the issues which surround educating children with disabilities are difficult as well as challenging to address. For instance, lack of financial resources has remained a big challenge in most of the developing nations. The education for all system is already underfunded and appears unlikely that the donor community would be inclined to offer more money to these countries. Education for disabled children is also complicated by logistical and implementation issues, therefore, posing a challenge to ensure that disabled children have received quality education. [...]

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