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Ethics in essay
Questions on the topic of political correctness
Questions on the topic of political correctness
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There are some groups and organizations like “Abilities,” a Canadian lifestyle magazine for disabled people, have provided some guidelines on the correct terminology to be used for the individuals with disabilities. Most of this information makes sense and is easy for a writer to implement, but sometimes individuals or organizations can go overboard in their demands for political correctness. There are several guiding principles that writers can use to determine which terminology will be acceptable to most people who have or deal with people with disabilities (Fallotz, 2009). Writers should take in concern of the various ethical considerations when writing about learning disabilities and the political correctness. When a writer is uneducated about learning disabilities, problems will arise. People who have a learning disability do not want to see writers or editors allowing bias language, logical fallacies, or too much of a person’s personal information in a document. Writers and editors should be committed to obtaining the facts of unbiased opinions and accurately reporting information based on what he or she found. Writers and editors must avoid falsifying or misinterpreting any information. Language used in documents should demonstrate a critical, open minded approach (Fallotz, 2009). As a writer, a general practice for writing about people who have a learning disability, the writer should refer to the person first and then disability after. When uncertain, the writer can observe and listen to the language used by a person with disabilities, and take cues from what is said. Also, the writer can ask if teachers or persons with disabilities in the area are willing to share their preferences. If all else fails and the ... ... middle of paper ... ...http://www.unh.edu/inclusive/bias-free-language-guide Fallotz, M. (2009). Ethical guidance and research with people with disabilities. National disability authority. 4(23), 31 – 45. Horowitz, S. H. (n.d.). Learning Disabilities: What they are, and are not. National center for learning disabilities. Retrieved from http://www.ncld.org/types-learning-disabilities/what-is-ld/learning-disabilities-what-they-are-what-they-are-not Logsdon, A. (n.d.). Focus on the person first is good etiquette. About .com learning disabilities. Retrieved from http://learningdisabilities.about.com/od/assessmentandtesting/qt/personfirst.htm Mink, D. (2008). Tips for writing and keeping privacy policies. Harvard Law Review, 126(7), 1904-1933. Wheeler, K. (2009). Logical fallacies hand list. Arguments to avoid when writing. New York: International Debate Education Association.
Lavoie’s workshop provokes an emotional response. After viewing life through the eyes of a child with special needs, I cannot help but have a more significant understanding of what people, especially children with disabilities, must deal with every day, everywhere. During the many years that I have worked with children with various disabilities, I have encountered each of the topics discussed in Lavoie’s workshop and agree with the points he makes regarding children with disabilities. Particularly impacting the way I interact with my students are the topics concerning: anxiety, reading comprehension, and fairness.
Valuing People (2001) recognises that learning disability can limit a person’s daily functions which can result in low status within the society where the person lives, producing social exclusion. Communicating can be difficult for people with learning disability because their difficulties can include speech disorders, problems with non-verbal communication and impact on their social interaction (Genders et al 2002). Adopting a social model, Oliver (1996) stated ‘Disability, according to the social model is all the things that impose restrictions on disabled people’ (p.33).
While perceptions of learning disabilities (LD) may vary according to country, culture, and teachers, it is often necessary to diagnose students in order to receive funding for services. It can be helpful to recognize those learning disabilities that students may have in order to provide extra assistance when necessary. It would be advantageous, too, if wide recognition of LD could take away the stigma that is often present. However, since LD is a multi-faceted topic, labeling often carries a negative connotation and can lead to ostracizing of students. It is beneficial for a student if the classification of a student with LD results in an enhanced educational experience.
In the video presentation of How Difficult Can This Be? The F.A.T. City Workshop, Richard Lavoie is able to simulate several of the difficulties that a student with a learning disability has to face at school. Some of the difficulties experienced by the students are intrinsic to the disability itself, but many other difficulties are directly related with the emotions that the student experiences when attending a class, and as a result of his or her interactions with teachers and classmates. Both the United States law and the education system, have the opportunity to make a huge difference in the learning experience of every student with disability. Students with disabilities need to be guided to a path to education that is both feasible and accessible for them; with achievable goals, and by being provided what they need in order to succeed, and to be able to overcome any obstacles.
Federal regulations for implementing the Rehabilitation Act and the Americans with Disabilities Act use the term "specific learning disabilities" disorders in one or more central nervous system processes involved in perceiving, understanding, and using verbal or nonverbal information (Gerber and Reiff 1994). "Specific" indicates that the disability affects only certain learning processes. Although adults with LD consistently describe being labeled as stupid or slow learners (Brown, Druck, and Corcoran in Gerber and Reiff 1994), they usually have average or above average intelligence.
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
The Americans with Disabilities Act of 1990 states that a person with a disability (1) has a physical or mental impairment that substantially limits one or more major life activities, (2) has a record of such an impairment, or (3) is regarded as having such an impairment (42 USC 12101 [2]). Students with disabilities experience specific struggles that negatively impact their academic and social engagement. However, their needs are often not met by higher education institutions in comparison to other student identities. This comes from the stigma in our society surrounding disabilities. Children are taught from a young age that it is inappropriate ask an individual with a disability about their experience. These children grow up to be adults who feel uncomfortable being around those who may have a disability.
Alison’s story is the perfect example of what many families must go through when faced with the possibility of having a child diagnosed with a learning disability. Alison was not diagnosed with visual and auditory dyslexia until the summer before entering college. However, while still a toddler, her symptoms had been brought to her mother’s attention by her sister’s teacher. Alison’s mother then noticed her habits in repeating words incorrectly and how Alison would need tactile clues to follow directions. At the recommendation of her kindergarten teacher, Alison was tested for learning disabilities and the results from the school psychologists were that she was acting stubborn or disobedient. Her family did not stop with the school’s diagnosis. They had private testing completed that confirmed Alison did not have a specific learning disability. The final word came from a relative that happened to be a psychologist. He insisted Alison would grow out of her difficulties. So Alison continued on with her entire elementary, middle and high school journey as a student and daughter with an undiagnosed learning disability.
The first thing I researched was different learning disabilities. I was shocked at how many there were, the broad spectrum some are categorized under and the severity of others. Some common diagnosed disabilities today are Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD), autism, emotional or behavioral disorders and developmental disorders, just to name a f...
Gresham, F.M. (2002). Responsiveness to intervention: An Alternative Approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds). Identification of learning disabilities: Research to practice. (p. 467-519).
How are Learning Disabilities Diagnosed? – A child is often diagnosed with a Learning Disability when they e...
The term learning disabilities is widely accepted for what it is, but what exactly is it? Developing a definition for learning disabilities proved to be a formidable challenge according to Janet Lerner, in fact it was such an overpowering task it has been compared to “Justice Potter Stewart’s comment on pornography: impossible to define, “but I know it when I see it.”” (Lerner 2002, p.8)
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
A person who has disability does not want to be recognized as handicapped, they want to be recognized for their character. Also, they want to be recognized for who they are as a person. Everyone has challenges even if there not handicapped; people with disabilities want respect. They want people to respect them and not treat different from anyone else. They do not want to be acknowledged for their handicapped. They want to be acknowledged for their education and work skills. People with disabilities do not want to be treat as disabled. They want to be valued as a useful to people (Rosado,
National Information Center for Children and Youth with Disabilities (1993). “General Information About Learning Disabilities.” NICHCY.