Each student in the group will be responsible for writing a separate five-page paper on the chosen topic. One student in the group will focus this paper on the policy itself including what the policy stipulates, its history and any legal challenges to it, and legislative changes to that policy since its inception.Be sure to cite the sources you used in researching the policy.
Each of the other students in the group will then use this knowledge as each chooses a community setting (school, college, business, social service agency, government agency, etc.) and interviews someone there as to the impact the policy is having on the oppressed population(s) that policy is designed to protect.The person you interview must be someone whose professional responsibility includes administration of this policy.You will be group graded on the extent to which your selection of interviews represents a variety of types of professional settings in order to provide as broad of a perspective as possible in assessing the effectiveness of this policy in combating discrimination.
Disability Act/Special Education Act within the Pottstown School District
The selected interviewee for the Disability act/special education act impact within the Pottstown School District is the school counselor at the special education school. The choice of this professional was informed by the fact that she engages in the implementation of the act and ensuring that it is followed in making the environment better for students with disabilities. She chose to work with special needs children because of her love and drive to make life better. During the interview, she mentioned that she has come across and is aware of the policy and how it affects her career and relationship with special needs children. According to her, it feels great to be part of a community and an initiative to provide students with a disability an opportunity to learn in an environment that meets their needs. Every child that requires special needs should have the chance to meet them through individualized education.
As a school counsellor, my interviewee deals with various issues to protect the interests of students with disabilities. As a result, she recognizes the importance of a policy or act to protect such students and allow them to gain a meaningful education. She acknowledged that having been an essential part of a community that meets the needs of students with disabilities, she likes being part of a program that defends the right of this vulnerable population (Mazzotti and Rowe 299). They ensure that any student who requires special education receives it in a conducive environment. While she does not engage in classroom management, she works with teachers to ensure that students with disabilities have a comfortable learning environment. Her input is significant when students with disabilities learn in the same classrooms with non-disabled peers in inclusive classroom settings. The counsellor finds it fulfilling to work with other stakeholders to create a conducive learning environment for students with disabilities.
According to my interviewee, the program is necessary and will improve education for students with disabilities. For example, she acknowledges that the program plays an important role in identifying and educating students with disabilities. The most critical step to helping students with disabilities to get the proper education is conducting a practical assessment (Bowen and Rude 24). The approach is vital to close the achievement gap between the students with disabilities and the non-disabled peers. Since learners have different types of disabilities, it is important to identify and address them individually. Assessment supports practitioners in making the right decision regarding the placement of students with disabilities (Brown, Kirsten R., and Ellen M. Broido 31). My interviewee acknowledged that she is happy to have an opportunity to work with other professionals and practitioners during the assessment under the policy. Using her knowledge to inform the process has been one of the advantages she finds in adopting the policy.
Another important decision in educating students with disabilities involved the selection of the proper facilities, programs, services, and staff to meet their needs. The policy spells out these things and how they should be incorporated in the learning environment for students with disabilities. According to the counselor, the decision is especially important for inclusive classrooms where practitioners should create a supportive environment for students with disabilities to learn and develop. To create a truly inclusive environment where students with disabilities feel accepted and respected, it is necessary to have resources that support their integration (Picard). Such students should not feel left out of the learning process due to lack of proper resources. According to the counselor, stakeholders in the learning environment should take time to acquire equipment, tools, and all resources that make students with disabilities comfortable around the school. She confirms that she likes being involved in the decision-making to add value to teaching students with disabilities.
While learning with non-disabled students, children with disabilities could experience challenges that can hamper their learning process. The counselor confirmed that one of the main challenges for students with disabilities is stigmatization and discrimination. It is difficult to protect students with disabilities from stigmatization fully. However, efforts can train other students to respect and support those with disabilities (Ditchman et al. 33). Under the policy, there is a provision to address the problem and make the school environment a loving and caring environment for students with disabilities. As a counselor, my interviewee has a special role in ensuring that other students understand the need for learning with and supporting those with disabilities. Teaching children to accept others regardless of their diversity is necessary and creates a proper learning environment (Miller Dyce et al., 328). Thus, the counselor has an essential place at the school to love and care for all learners and teach others to do the same.
My interviewee acknowledged that she plays a key role as an advocate for the needs of students with disabilities. She ensures that they are completely accepted in the inclusive learning environment and supported to achieve their potential. Just like regular learners, supported, students with disabilities can develop and achieve major goals in their lives (Darling-Hammond 420). Thus, in pursuance of the policy goals, the school community should ensure that students with disabilities are not discriminated against or treated differently from regular students. The policy supports this goal by operating according to the district’s focus on avoiding discrimination based on disability. Instead of discriminating against them, schools should implement sufficient accommodations to make their life and learning easier (Hornby 235). The accommodations will ease their learning and life at the school; besides, it will encourage other parents with children with disabilities to bring them to school. Besides, it will ensure that the school complies with the law.
In conclusion, the policy plays a positive role in improving education for students with disabilities. It ensures that such students are not left out of the school system due to their disabilities. The policy is one of the strongest in the school district in ensuring a better learning environment for students with disabilities. To support the process, I interviewed one school counsellor in a school that accommodates students with disabilities. She acknowledged that the policy is an effective tool in improving the learning environment for such learners. She also feels that the policy is effective and will improve learning for students with disabilities in the school and district. The policy and the interview also improved my knowledge and understanding of necessary provisions and accommodations for such students to have equal opportunities as regular learners. The policy should be implemented in other schools to prevent discrimination against students with disabilities and learning needs.
Works Cited
Bowen, Sandra K., and Harvey A. Rude. “Assessment and students with disabilities: Issues and challenges with educational reform.” Rural Special Education Quarterly 25.3 (2006): 24-30.
Brown, Kirsten R., and Ellen M. Broido. “Ableism and assessment: Including students with disabilities.” New Directions for Student Services 2020.169 (2020): 31-41.
Darling-Hammond, Linda. “From “separate but equal” to “No Child Left Behind”: The collision of new standards and old inequalities.” Thinking about schools. Routledge, 2018. 419-437.
Ditchman, Nicole, et al. “How stigma affects the lives of people with intellectual disabilities: An overview.” Intellectual disability and stigma (2016): 31-47.
Hornby, Garry. “Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities.” British Journal of Special Education 42.3 (2015): 234-256.
Mazzotti, Valerie L., and Dawn A. Rowe. “Meeting the transition needs of students with disabilities in the 21st century.” (2015): 298-300.
Miller Dyce, Cherrel, and Angela Owusu-Ansah. “Yes, we are still talking about diversity: Diversity education as a catalyst for transformative, culturally relevant, and reflective preservice teacher practices.” Journal of Transformative Education 14.4 (2016): 327-354.
Picard, Danielle. “Teaching students with disabilities.” Retrieved from (2015). https://cft.vanderbilt.edu/guides-sub-pages/disabilities/
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