Cambridge, MA: Belknap press of Harvard University Press. Personhood and the social inclusion of people with disabilities. Riddle, Christopher A. Relating to inclusive education, intersectionality can be used to emphasize the notion that students who are marginalized or discriminated against often experience multiple forms of marginalization and discrimination not only at the individual level, but also at the level of the institution. London: Routledge. Vehmas, Simo and Pekka Mkel. 2009. Taylor, Ashley. 2, 11). Article Educational Philosophy and Theory 44: 581593. In discussing whether this is a real educational paradox, Biesta explores whether this is simply a story about different moral choices, and hence has nothing to do with different educational paradigms. 2012. Are all Human Beings Person? pp. All of these things may then lead to increased referrals in special education and that might be a data point that we should use as a diagnostic and say, okay, well we need to look at what's going on in our school and in our school district more to better understand why we are getting these outcomes that we are. Introduction to the special issue Capabilities and education. Studies in Philosophy and Education 28: 387390. The Rebellious Life of Mrs. Rosa Parks. One of the things that we need to think about is whether identification for special education is appropriate. The Importance of Diverse Perspectives and How to Foster Them I believe there is a danger here. Are there ways that schools and school systems can tackle the fact that separate programs for kids with disabilities do not have the same outcomes as inclusive programs? It is not untrue per se but it does not capture the whole picture as pointed out by Biesta (2020). Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. I think the position Spaemann takes is very important considering the issue of diversity with regard to disability, as those with impairments are often used as examples in theories which maintain that personal existence is conferred by recognition and consequently, those with impairments are regularly ostracized from the community of recognition, as the history of disability has showed. Justifying and Explaining Disproportionality, 1968-2008: A Critique of Underlying Views of Culture. 155156), one opens up the educational question of how one wants to live ones life, and not just emphasising opportunities to function informed by dominant norms and values. Considering Diversity in (Special) Education: Disability, Being Someone and Existential Education. And one of the things that we wanted to dig into more as school districts really and states really started collecting more data on this is to test whether that assumption holds up or to what extent that assumption holds up that low income students are more identified for special education. Barnes (2018), therefore, disputes the value of the disability/impairment distinction and argues for a solidarity-based approach to theorizing disability, seeing the term impairment as superfluous to an understanding of disability (p. 1159). New research by Morgan, Farkas, Hillemeier and Maczuga once again finds that when you take other student characteristicsnotably family income and achievementinto account, racial and ethnic minority students are less likely to be identified for special education than white students.1Thoughthis finding is by now well established, it remains sufficiently controversial to generate substantial media buzz.2 And plenty of researchwith less convincing methodshas been interpreted as showing that too many blacks, especially boys, are identified for special education.3The old conventional wisdom may be intuitively appealing because aggregate disability rateswith no adjustments for family income or other student characteristicsare higher for students who are black (1.4 times) or Native American (1.7), and lower for whites (0.9) and Asians (0.5), with Hispanic students about as likely to be identified as the rest of the population.4. 1. Indeed, research shows that among Medicaid-eligible children with autism diagnoses, white children are diagnosed over a year earlier than black children.20, We do not want to live in a society where parents describe access to dyslexia (or other) services as a rich mans game., The Department of Educations guidance notes that significant disproportionality could result from appropriate identification, with higher prevalence of a disability, among a particular racial or ethnic group. In other words, exceeding the risk ratio could be appropriate and acceptable: this level of nuance could easily be missed, while the states numeric threshold remains salient.21 The result could be states and districts feeling pressured to produce equal rates of identification across groupsby denying services to students who need them. United Nations Educational, Scientific and Cultural Organization (UNESCO). And if it's not, then what they need to do is they're required to spend 15% of their funds under IDEA on something called coordinated early intervening services. Seeing impairment in this way allows for a value-neutral account of physical and cognitive difference, while at the same time enabling the concept of impairment to play a role in highlighting difference as disadvantageous and identifying what constitutes injustice in the life of people experiencing disability (Begon 2020, p. 21). I will discuss this view in the section below. I think the significance of foregrounding the I is vital regarding the issue of diversity as it relates to disability in relation to a host of fundamental issues as questions, such as various ability expectations dominant in the social and cultural setting, the instrumentalization of education, the emphasis on target-setting cultures and other accountability practices. Instead, they interpreted disability as a cultural and social phenomenon caused by social, structural and cultural mechanisms rather than the mere personal effects of impairments (Thomas 2004, 2007). The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. Now one of the things that did raise some concerns for us or flags about what this means for students in school is we looked at how low income students were identified for special education across different disability classifications. I completely agree with Begon. Shifrer, D., Muller, C., & Callahan, R. 2014. 2019. Laura Schifter: So I think that one thing that will be important for IDEA to do is right now we only require that states report data based on special education identification by race and ethnicity, and they are not required to look at it for low income students. The kind of human being that the cultivation paradigm of education fosters, can be called bio-neuro-socio-cultural (p. 4), building on intelligent adjustment to ever evolving environment conditions. In the U.S. overall, 14.5 percent of all students were special education students (ages 3-21) in 2020-21. OBrien, Mark with Gillian Kendall. Cultivating Diversity, Equity, and Inclusion in Education Environments Discussions on diversity and disability in dialogue with special educationalists and philosophers of education are not often found in the research literature. 519520). Felder demonstrates, using various examples, that with regard to disability, diversity is never merely a social reaction to a horizontal element of inequality such as gender, sex, or race but instead always represents an interactive, complex and dynamic link between these factors and the social and structural environment, as expressed through particular conditions and forms (p. 11). It doesn't mean that 100% of the time all students with disabilities are educated alongside of non-disabled peers and the preference is towards inclusive classrooms. Consider Culture Before Referral of Culturally and Linguistically This is powerfully expressed by a school principal who survived World War II: Dear Teacher: I am a survivor of a concentration camp. From: Morgan, P.L. The adjustment Begon argues for, is in my view, welcomed and is significant as it shifts the focus from opportunities to function to the persons own voice and opens a room for resisting what is assumed to be the embedded valuable functionings essential for a dignified life. Thomas, Carol. 2017. So when we see differences that pop up in certain categories that are determined more by the educators within the school district instead of medical professionals, when we see patterns that indicate that these students also have segregated placements, these are indications that at a systems level we really need to ask ourselves what are practices on referral? Data on identification by race and ethnicity are essential for revealing patterns and outliers. So we're looking at it at a systems level and I think what some of the evidence that we have raises questions about is it really indicates a pattern that would suggest that maybe not all of the decisions that we are making are appropriate. Against the background, that Nussbaum conceptualizes capability as the ability to perform valuable functionings, as for example having opportunities for sexual satisfaction as part of bodily integrity (Begon 2017, p. 164) Begon has aptly highlighted a danger, in that Nussbaums list might implicitly be a driving force of ability expectations. What that might be in a school district is something like multi-tiered systems of support where you're providing different interventions for kids over time and seeing how they respond to those interventions before referring a kid for special education to try and see if there's a way that we can provide more structure within general education to provide various services for kids before referring for special education. However, regarding diversity and the case of disability in education, the whole group of children with various impairments need to be included within a conceptualization of disability. PDF A Perspective of Inclusion: Challenges for the Future - ed It's not. The more that we've realized that more kids with disabilities can be included in general education and meet expectations that people would not expect. The important thing to understand about the eligibility process for special education is that it's not simple and it's really complex. Could this perhaps unveil an implicit view of ability expectations, a preference for certain abilities (Wolbring 2012) inherent in Nussbaums capabilities list as capabilities are important, when they contribute to functionings? Stud Philos Educ 40, 365380 (2021). This encourages students to recognize themselves and others as individuals. Barnum, M. Many worry that students of color are too often identified as disabled. And one of the things that we found for students from low income families is that they were much more likely to be placed in substantially separate classrooms and segregated from their non-disabled peers after they were identified for special education. I argue that an understanding of diversity and the case of disability within the framework of (special) education should preferably be: (1) interpreted within a social relational model of disability, drawing on an adjusted capabilities approach, (2) an existential educational paradigm and (3) seeing the person as someone, and not as something that is associated with a series of facts that happen to relate to what we call persons. While cultural diversity may often include linguistic diversity, the two terms are not interchangeable. Barnes, Elizabeth. They're much less likely to graduate from high school, much less likely to do well on achievement tests, much less likely to enroll in college. Special Education: Definition, Statistics, and Trends This is the Harvard EdCast. 1992. Both cultural diversity and linguistic diversity play a role special education. Ensuring That Instruction Is Inclusive for Diverse Learners - Edutopia Open letter on race-conscious admissions (opinion) The Benefits of Inclusion and Diversity in the Classroom children with special education needs integrated in regular classrooms, continue to be taught separately, by special education teachers, inside the classroom (as push in services) and/or outside the classroom (as pull out services) thus continuing to be segregated within the walls of the . Jill Anderson: I am Jill Anderson. The capabilities approach and students with disabilities. Biesta, Gert. New York: Nextbook Schocken. The Importance Of Diversity In Special Education - 1749 Words | Cram 2020. Bostrom, Nick, and Anders Sandberg. New York: Continuum. Jill Anderson: This seems like something that's very difficult to do. Frontiers of justice: disability, nationality, species membership. Race, poverty, and interpreting overrepresentation in special education Spaemann lists six reasons for building his argument in order to show the intuitive conviction that all human beings are persons (see Spaemann 2006. Laura Schifter: First, we looked at the identification for low income students in special education and what we did in our study is we had administrative data, which means the data, all the students in the state across three different states, two moderately sized states and one large state. Strom, Margot S., and William S. Parsons. And so I think what we need to do is look for opportunities to really bolster general education in a robust way so that it can meet the various needs of kids. For a well-documented book on Rosa Parks, see the biography written by Jeanne Theoharis. New York: Routledge. Paul, Diane B. Laura Schifter: The disproportionality of students of color in special education has been a concern with special education law and with practice since IDEA originally passed in 1975 and there's been kind of this March where additional studies have looked at it. I argue that the language of diversity related to disability should be embedded in the language of the person, being someone. By using asexual persons and persons with impairment effects, such as Autistic Spectrum Conditions (ASC), Begon shows how Nussbaums list of capabilities can be exclusionary when these capabilities are conceptualized as opportunities to function (p. 164). But even with just gathering that information with 10 minutes about the student, different factors play into the determination of whether they're persuaded to decide that that child should be eligible for special education or not. Reindal, S.M. Diversity fills classrooms across our nation, therefore it is crucial we nurture diverse learning to the fullest potential through differentiated instruction. Reindal, Solveig M. 2008. This is an understanding of the human being in light of survival, maintains Biesta, but survival is not the same as life and indeed not the only modality of human existence (p. 7). https://doi.org/10.1177/1478210320910312. https://doi.org/10.1007/s11098-020-01466-3. In the article Capabilities for All? Gallagher, Deborah J., Lous Heshusius, Richard P. Iano, and Thomas M. Skrtic. Tags: education, school diversity, special education, equity. The way that they have tried to address it is by pushing states to identify districts that have significant disproportionality for identification, placement, and discipline for students of color in special education. The Individuals with Disabilities Education Act aims to address equity by race and ethnicity; 2016 regulations further define the framework.1718 States must collect and review district-level data on how rates of identificationoverall, by educational setting and disability categoryvary across racial and ethnic groups with no adjustments for variables that correlate with need for services. An inclusive classroom also provides global academic benefits, such as improved critical thinking (Bowman, 2010) and higher overall achievement levels for both majority and minority group members (Elicker et al., 2009). That's where things like teaching teachers and teacher prep programs, things like universal design for learning and thinking about frameworks that anticipate diversity in the classroom and equip teachers to know how to provide for supports for students going forward and prepare them for that. Creating capabilities. Laura A. Schifter, Ed.D., is a lecturer on education at Harvard Graduate School of Education and a senior fellow with the Aspen Institute leading the K12 Climate Action initiative. However, there are certain issues with regard to this view of seeing the role of education primarily as the pursuit of human flourishing. What is Special Education, and how it helps students with disabilities Spaemann, Robert. Join the U.S. Department of Education for "Global Competencies for Career Success," a free webcast celebrating International Education Week on Wednesday, Nov. 14 from 12:05 p.m. - 1 p.m. U.S . OKLAHOMA CITY (KOKH) The State Board of Education approved a requirement on Thursday for schools to report on money spent on diversity programs. My request is: Help your students become human. An examination of sociological approaches. volume40,pages 365380 (2021)Cite this article. Inclusive Education Vs Special Education: Understanding the Differences By highlighting a potential concept that can provide us with an understanding of disability as a multidimensional, dynamic and context-bound phenomenon, able to address ethical issues, Felder (2019) points to an understanding of disability within the capabilities approach (p. 13). The overrepresentation of culturally and linguistically diverse children in special education and the quality of their educational experiences have been regarded as among the most significant issues faced by the U.S. public school system in the past 30 years. Pervasive ethnic and racial disparities in education follow a pattern in which African-American, American Indian, Latino and Southeast Asian groups underperform academically, relative to Caucasians and other Asian-Americans. Case 5: You suffer from a physical condition which gives you severe forced movements, makes it difficult for you to communicate with other people in any spoken language, and makes you dependent on a wheelchair to move and an assistant in daily life. This Special Issue seeks to advance diversity and equity in higher education inside and outside of the classroom through research, commentary, theory, and practice. Nonetheless, when foregrounding the I is underscored, I argued that it is pivotal to recognize in which understanding of the person the I is embedded. https://doi.org/10.1080/00131911.2019.1576590. Nussbaum identifies a list of central human capabilities, arguing that all of them are implicit in the idea of a life worthy of human dignity. With a touch of irony, MacIntyre (2009, p. 175) gives a summary of a scientific view on man from the angle of various disciplines (physics, chemistry, biology, history, economy, psychology, sociology and the arts), and with this he displays a scattered and fragmented view of what a human being is, from the angle of science. Teaching Culturally and Linguistically Diverse Students In an earlier publication (Reindal 2016), I have suggested that Nussbaums (2006) list of ten capabilities could function as an ethical framework stipulating what inclusion should encompass for every pupil and the school community.
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