July 11, 2014
I am presently attending a conference in Braga, Portugal with a theme of International Special Education Practices. Arlene Kanter is a professor at the Syracuse University College of Law and the opening speaker. She has served on many committees domestically and internationally designed to improve conditions for individuals with disabilities. She has written over 100 articles and chapters in books. The purpose of this blog is to share some of the information I gathered at the conference in hopes of improving the outcomes of students with disabilities and their families.
Mrs. Kanter pointed out that according to UNESCO over 776 Million adults have not been taught to read or write; 100 million don't attend school, 2/3 of which are girls, 1/3 of the 67 million are children that don't attend school. Some of the reasons why students with disabilities don't attend school include:
- Stygmatization
- Families that hide their children
- Governments that aren't aware of the existence of individuals with disabilities
Over the years, international attempts have been made to improve conditions for individuals with disabilities by creating international laws. International development has come to agree on the following points:
1. Education is a human right
2. United Nations have affirmed this right
3. Prohibitions
CRC. Article 29 of the U.N. emphasizes the development of the child to the fullest potential. According to Ms. Kanter, most countries have agreed to this point and signed to support it, however, the United States is one of the few exceptions. The argument made by the United States has been that existing laws go above and beyond the U.N. agreements, however, the real reason, according to Ms. Kanter is political. A small, but influential right wing group of Americans advocate for less government control and more freedom of individuals to determine school selection for themselves. This argument has no basis according to Kanter, who points out that whatever agreement the federal government makes regarding schools, states have their rights to decide whether or not to allow charter schools, home schools or any other type of educational program to meet the needs of their citizens. As a world power, it is a shame for the United States not to sign and agreement with the majority of other countries to support and uphold the rights of individuals with disabilities to an education.
Students with disabilities should be integrated. The point of an education is to improve the outcomes of individuals. If people with disabilities are denied an education they lack any chance or opportunity for a more independent life. The more care they require, the more expensive it is to all of us as a nation.
There are many international documents that support inclusion of the people with disabilities into the educational system, however the reality of most countries is that many or most people with disabilities are not included. One reason for this is the present paradigm of education that is based on an 18th century model. Most teachers that are presently working in education lack the training and experience required to include students with differences and as a result, students with differences frequently fail to succeed in general educational settings.
Historically, the United States is attempting to change its system of educating people with disabilities from from a "medical model" to a "social model". The medical model is one that tends to see students with disabilities as challenged by their disability, whereas the social model sees the same students as being challenged by their social environment. Changes to the school culture per training and resources can improve student outcomes as well as educational practices.
Important outcomes for countries that engage in inclusive practices include:
1. Their societies become more accommodating towards individuals with differences.
2. Money is saved by reducing the cost of separate facilities and redundant resources.
3. Society overall benefits from an increase in individuals that have more independence and less reliance on help from the state.
Some proponents of inclusion cite the wishes of the parents over those of the child, however the legal rights to an education are with the child not with the parent. Efforts to improve inclusive practices in schools that educate students for improved outcomes must be given priority.
Every individual with a disability has the right to live with their family and not an institution. Helping students with disabilities learn and transition helps students to develop independent skills outside of the home and to become stronger advocates for themselves. Syracuse University merged its general education and special education programs together as one. Teachers that graduate as teachers from this school are expected to be able to teach to student with challenges and not just to the ones without.
One professor at Syracuse University has gone as far to offer her help to school districts that are willing to change their systems to more inclusive ones. Her promise is that the changes will not cost any more than is being spent on a schools present system. However, in order to receive such help and guidance, the professor requires that 99% of the staff and teachers must agree they want to commit to such a change in culture. Emphasis is placed on "Universal Design Instruction" that supports all learners in a classroom. This is something that may be hard for some schools to commit to, especially if their staff is set in its ways and unwilling to change.
Barriers to inclusive education internationally and domestically include:
1. Attitude
2. physical environment and communication
3. Poverty
4. Lack of funds that support families and encourage children to stay at home
5. Teacher resistance
6. Lack of accommodations provided by schools
7. Absence of legal mandates
Kanter is a professor of law at Syracuse that specializes in special education. She points out that "Laws are just words and unless we [people] advocate for change, nothing will change." People can make a difference locally by writing to their local school boards. Internationally, one can help by writing to one's local senator and congressional representative to encourage the United States to agree to the United Nations' articles on inclusive education for individuals with disabilities. More information can be found below.
Resources:
http://www.mdac.info/en/olivertalks/2013/09/03/why-should-united-states-ratify-un-convention-rights-persons-disabilities
http://www.law.syr.edu/deans-faculty-staff/profile.aspx?fac=72
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2109768
