In this essay to explain some of the barriers to get access to and succeed in formal education, it will use evidence to show race/ethnicity, Indian caste system, the Early years’ policy and disabilities can all be a barrier to young people who want a formal education. Children should be able to access education but there are certain factors that can and are causing a barrier. Race and ethnicity has always been a focus throughout the years and due to the way children are taught about race can have a negative impact on schooling. (Ponsford, 2016) From a report which was published in 2006 by the department of education, it concluded that there was a high exclusion …show more content…
‘In the UK, the current system for formal education is compulsory for all children.’ (Cooper, 2016) This would certainly make it easy for children to get access education within the UK but in India, this isn’t the case. They use a caste system to determine if young people can access schools and colleges which causes a barrier for them to be able to gain a formal education depending on their position in the caste system. The city of Pune, two main schools use the caste system, Kalmadi Shamarao high and Rewachand Bhojwani academy. The caste system has been around for 3,500 years and in today’s India is still dividing people into 3,000 separate castes. There is a lower and a higher caste position and if you come from a higher caste, it will be easier for you to access education. People in the lower caste are given the opportunity to go to either one of the mentioned schools due to the reservations policy being introduced which offers a fifth of ‘seats’ in the state schools and universities. (Education in India, The open university, 2016) If children are given a seat from the poorer caste they can start to experience school life. They then need to get a minimum required pass rate to further succeed in the education system and stay on which can become challenging if they struggle to understand the work. To go onto higher education …show more content…
The human rights legislation, which is used all over the world, is there to help and protect the rights of the child and ensure that disabled children can get access to education. (Montgomery, Sheehy, 2016.) ‘Disabled children are seen as broken, wrong or abnormal and in need of mending.’ (Montgomery, Sheehy, 2016, pg171.) This isn’t the case and disabled children shouldn’t be treated in this way as they are more than able to succeed in education if given the proper support needed. Peoples attitude have started to change over the years and in a positive way. Disabled children are being supported by legislation and social policies. The 1995 disability discrimination act is in place, ‘to ensure the equal treatment in access to employment as well as private and public services.’ (Montgomery, Sheehy, 2016, pg175.) For disabled children to learn and thrive in education they need society to change and not discriminate against those who have an
This report aims to recognize the contemporary statutory framework for identifying and working with children with Special Education Needs and Disability in England (The SEND Code Of Practice). The report will pay particular interest in discussing the key elements which derives from the 2014 Children and Families Act practiced in relation to the Department for Education (DfE). The report will pry into the current changes of the SEND code of practice, its assessment framework, why these have been introduced and who these changes makes a difference to. To discuss this the report will be looking at a variety of sources to better understand the most important details also includes but not limited to newspaper report, recent research papers,
The caste system of India originated from the “strict societal class distinction between the nobility and the common people” that the Aryans brought to the Indus Valley in the early 1500s BCE (Cunningham, Reich, Fichner-Rathus 163). The Aryans, who migrated from Europe, invaded and imposed their will upon the indigenous people of the Indus valley in order to build a control system that would keep them at the top and their blood line untainted. This social ranking system that they implemented has been a staple in Indian society ever since and has undergone many changes over the last thirty-five hundred years. A person’s rank in society was acquired through birth rites and was permanent. It was believed that a person’s rank could only be changed in the next life after death. “Movement from one rank to another was believed to be connected to good or bad deeds during one’s lifetime” (163).
If you ask any Hindu how the caste system started they would lead you to the Brahma who was the four-headed, four-handed deity and worshipped as the creator of the universe. But The origin of the Indian caste system has many theories behind it. Some of them are religious, while others are biological. The religious theories explain that according to the Rig Veda, which is the ancient Hindu book, the primal man, Purush, destroyed himself to create a human society.
Individuals with disabilities have laws in place to protect them and their rights as Americans. The Individuals with Disabilities Education Act “requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs” (Us department of education, 2011). Schools have resources available to help educators meet the needs of any individual with a disability.
These children were now being seen as a group in which society had obligations to provide “normalisation” (Bowe, 2007, p.45) and would lead to a revolutionary law being introduced in America. The Education for All Handicapped Children Act was passed in 1975, of which Australia became a signatory. (AIHW, 2004). This Act mandated “that all school-age children with disabilities must receive a free appropriate public education” (Bowe, 2007, p. 101) “in the least restrictive environment” (Bowe, 2007, p. 5). For the first time in a century, Australia no longer segregated these children into an isolated “special facility” (Allen & Cowdery, 2012, p. 8). State governments established special education units within mainstream schools (AIHW, 2004). This is referred to as Integrated education and is described by Talay-Ongan & Cooke (2005), as an environment “where children with similar disabilities in special classes share the normal school environment, and utilise some classes (e.g., art or physical education) or the playground that all children enjoy.” In 1992, the Disability Discrimination Act was introduced in Australia which specifically covered the topic of Education and in 2005 a set of supplementary standards was passed which specifies the support schools are required to provide to students with a
Today in the United States, we have an integrated public school system and Americans that are in school right now, regardless of either education level, attend school and learn with individuals with different ethnic background. However, this hasn’t always been the case. Before 1954, schools were separated, many states, especially southern states, actually had laws that required schools to have separate facilities for students that were white and for students that were black. This was during a time in our country’s history that had a very different mind set than what we have today: a mindset that saw segregation and separation as an idea that was okay. Discrimination and racism was an everyday occurrence and was a very common attitude that blinded
As society grows more complex and globalized, it is important that education adapts to match the changing world. Currently students from underrepresented groups continue to be disenfranchised because they lack the representation needed to access opportunity and by continuing to dismiss this issue, society cannot grow. The issue of race in education may not be “solved” immediately, but it can be improved and by doing so not only will more people given access to opportunity, society will also also enriched as a whole.
The ‘learning difficulty’ includes not only physical and mental disabilities but also any kind of learning difficulty experienced by a child, provided that it is significantly greater than that of the majority of children of the same age.” The act the continued stating that the education of children with SEN should be carried out in ordinary schools where possible, therefore the act emphasised an approach that is in favour of inclusion and integration, rather than separation and isolation. This then shows and supports the idea of equality that children with special needs should be treated as individuals. Due to the improvement that has gone on in society, Warnock (2005) has stated that “she has modified some of her views about educating children with emotional or physical difficulties in mainstream schools.”
The main obstacle faced by students with disabilities in the attempt to achieve educational equality is the continuing debate over the In...
Slee, R. (2001). Driven to the margins: disabled students, inclusive schooling and the politics of possibility [Electronic Version]. Cambridge Journal of Education, 31, 385-397. Retrieved March 8, 2010, from Learning at Griffith.
Under the 1944 Education Act children with special educational needs were defined in medical terms and categorised according to their disabilities. Many of those children were considered as ‘uneducable’ and were labelled as ‘maladjusted’ or ‘educationally sub-normal’, and they were given ‘special educational treatment’ in special schools or institutions. In these special schools (institutions) the rights of the children were not considered, as children were socially alienated from family and the society from where they lived. Though the grouping of children with similar disabilities looked positive in the past, such children were deprived their right to association with their peer...
The World Health Organisation, WHO, (1980) defines disability in the medical model as a physical or mental impairment that restricts participation in an activity that a ‘normal’ human being would partake, due to a lack of ability to perform the task . Michigan Disability Rights Coalition (n.d.) states that the medical model emphasizes that there is a problem regarding the abilities of the individual. They argue that the condition of the disabled persons is solely ‘medical’ and as a result the focus is to cure and provide treatment to disabled people (Michigan Disability Rights Coalition, 2014). In the medical model, issues of disability are dealt with according to defined government structures and policies and are seen as a separate issue from ordinary communal concerns (Emmet, 2005: 69). According to Enabling Teachers and Trainers to Improve the Accessibility of Adult Education (2008) people with disabilities largely disa...
According to the World Health Organisation (2011), there are more than 1 billion people with disabilities in the world, with this number rising. Many of these people will be excluded from the regular situations we, ‘the ordinary’, experience in everyday life. One of these experiences is our right to education. Article 42 of the Irish Constitution states that the state shall provide for free primary education until the age of 18, but is this the right to the right education? Why should being born with a disability, something which is completely out of your control, automatically limit your chances of success and cut you off from the rest of society due to being deemed ‘weaker’ by people who have probably never met you? With approximately 15% of the world’s population having disabilities, how come society is unable to fully accept people with disabilities? In order to break this notion, we must begin with inclusion.
While both interviewees stated they did not feel their institutions were ignoring different races and groups and lesson plans were designed around promotion multiculturalism, schools that primarily white often fail to be as cultural diverse as schools with a healthy racial composition. Lesson plans are often ambivalent towards understanding the struggles and hardships of certain racial groups, such as the Native Americans during the time of European exploration. In addition, students at mostly white institutions often associated success with how hard an individual works rather than any hardships or racist or sexist acts thrown upon that person. Ironically, the little multiculturalism that is introduced in prominently white schools has been ill received by parents and teachers. Both parties, especially parents, argue that the children growing up today are “color-blind” and that no explicit efforts to inject multiculturalism should occur in the classroom outside of settings considered appropriate, such as history courses (Lewis, 2003:
The current manifestations of the caste system are now far more generalized across the Indian subcontinent than was the case in former times. Caste as we now recognize has been endangered, shaped and perpetuated by comparatively recent political and social developments. This is evident even i...