Search results

Children with disabilities are made to be invisible, excluded from school, hidden by their families, and abandoned by their governments, especially in developing countries. These children are less likely to start school; and if they do, they are unlikely to transition to secondary school. Access to quality programs or schools for children with disabilities is often limited by the lack of understanding about their needs, well-prepared or trained teachers, classroom supports, learning resources, and facilities. Denying these children their right to education has a lifelong impact on learning, achievement, and employment opportunities, and thus hinder their potential economic, social, and human developments. To ensure that all children enjoy their basic human rights without discrimination, the inclusion of children with disabilities should be promoted in all programs and schools. In addition, they must be included to ensure their presence, participation, and achievement. Regardless of ability, all children have a right to reach their full potential. It is critical to build the political will, policies, and infrastructure for truly inclusive programs. In this chapter, we examine historical trends, important relevant issues, and legislations that protect young learners with disabilities (the 13 categories) and the challenges and advances made in special education advocacy and policy to enable or enhance positive direction for the education of young learners with disabilities.

The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement “fueled by ideals” (p. 173). He might well have been talking about the United States’ public education system where it has become evident that segments of its pupil population have been overlooked or neglected. The good news is that there have been some efforts to ameliorate this problem. However, despite these efforts, there continues to be lingering problems for culturally and linguistically diverse students with gifts and talents. In this chapter, we address how to maximize the success potential of these students.

This chapter presents a synopsis of teaching students with disabilities and the qualities of schools that can enable effective teaching of all students, including those who have disabilities. A review of legal mandates that teachers must understand are outlined and serve as a framework encouraging interdisciplinary collaboration. This chapter seeks to inform the reader of the role of special educators and related professionals, including families, to improve school outcomes for students with disabilities.