Research Paper on "Cultural Inequities for Special Need Students"

Research Paper 7 pages (2208 words) Sources: 7 Style: APA

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Cultural inequities for special need students

Cultural inequities

Cultural inequities for special need students

Social and cultural prejudice is a problem that is a central focus of debate in modern society. All forms of social prejudice and discrimination tend to create situations where the individual experiences unfair and discriminatory biases which result in the marginalization within the education system and in society in general. The consequences of prejudice are the manifestation of a number of serious societal and psycho-social problems; not least of which is the feeling of being deprived, isolated or prejudiced against, with all the concomitant negative repercussions that usually follow.

However, social bias and prejudice becomes even more problematic when it is imposed on those in society who experience physical and mental handicaps or differences from the norms and perceived standards of that society. The handicapped and those who fall under the category of special need in education are often the focus of multiple forms of prejudice because of difference, which includes the influence of other factors such as class and race.

The term that is often used to describe this form of bias or prejudice is ableism. This term is described as "…a form of discrimination or social prejudice against people with disabilities" (Disablism). This form of prejudice is also referred to as disability discrimination, physicalism, handicapism, and disability oppression (Disablism).

What is particularly significant in terms of social and cultural perceptions that impact those with special needs and disabilities are the presumptions and stereotypes that affect those who deviate from the ideal standards and norms of society. This refers to the "ableist" societal world-view in which, "...the able-bodied are the norm in society, and that people who have disabilities must either strive to become that norm or should keep their distance from able-bodied people"(Disablism). In other words, a disability or a deviance from the norm is seen as being intrinsically negative and something to be avoided or overcome. As one study notes, " The ableist worldview holds that disability is an error, a mistake, or a failing, rather than a simple consequence of human diversity, akin to race, ethnicity, sexual orientation or gender" (Disablism). An understanding of reality of diversity and difference and its acceptance are therefore essential aspects of dealing with these biases and prejudices.

However, as many scholars state these biases represent a pattern of prejudice that place the disadvantaged and the special needs student in a certain light. In more sociological and existentially exact terms, it creates,

A network of beliefs, processes and practices that produces a particular kind of self and body the corporeal standard that is projected as the perfect, species-typical, and therefore essential and fully human. Disability is then cast as a diminished state of being human.

(Wolbring, 2006)

In summary, ableism is form of discrimination and marginalization. Furthermore, one also has to take into account that the actual physical or mental differences in individuals intersect with other values and prejudices in the society; for example, biases engendered by race, ethnicity, class and gender. This in turn exacerbates the situation for the special need student. The following discussion will highlight and discuss some of these aspects and attempt to provide an overview of the way in which perceptions affect the special need student and how this can be remedied.

Race and Ethnicity

The issue of race and ethnicity intersects with perceptions of disability. This also refers to what is known as the "Double Whammy" theory. This theory was put forward by Marshall (1987) and is based on the view of "...clients of color who encountered a double dose of discriminations based on racial prejudice and ability bias..." This research is also extended in many studies, including a book entitled Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation by Festus E. Obiakor (2010).

The research in this study was based on a sample of African-Americans who had disabilities in the rehabilitation counseling system. The findings and assumptions of this theory can also be applied to culturally and linguistically diverse or CLD students in the educational setting. The point that Obiakor ( 2010) makes germane to the present study is that "...CLD students in the current educational system often deal with cultural and linguistic discrimination, and at the same time, they must face discrimination based on congnitive or physical disabilities" (Obiakor, 2010, p.112). They are therefore marginalized or excluded from the normative mainstream of society on the basis of both their special need as well as by racial or ethnic prejudice. As a result the research finds that these students are less likely to receive help, encouragement or recognition (Obiakor, 2010, p.114).

The above can also be related to the view that "...ableism is reinforced by legal, educational, and social structures" (Fierros, 2006). This view would therefore include the aspect of socially endorsed racism but it goes even further to suggest that the educational philosophy of separate placement for special needs student in it itself a form of discrimination and marginalization. This refers to arguments put forward by those who support the least restrictive environment or LRE clause of the U.S. Individuals with Disabilities Education Act, as a "...safety valve for specialized instruction and separate placement" (Obiakor, 2010, p.114). LRE refers to what is termed the "least restrictive environment" for students with disabilities and the creation of an optimum learning environment with opportunities equal to the non-disabled student. This includes equal access to both curricular as well as extra-curricular activities.

However, critics also note that there is still a great amount of prejudice in the educational environment despite laws like this. This also relates to the views that there is a "...a lack of empirical support for inclusion, and the inability of general education teachers to individualize instruction to adequately meet the needs of students with special needs & #8230; (Obiakor, 2010, p.114).

The above leads us to the obvious conclusion that there still exists a great deal of prejudice from some teachers as well as sectors of the educational establishment. This is seen as an issue that needs to be urgently addressed. This perception also refers to the issue of color and color prejudice that compounds the issue of bias towards special need students. As Obiako (2010) emphasizes, "…Since the passage of IDEA in 1990, numerous researchers have explored the placement patterns of students of color with special needs finding inappropriate placements or restrictive placements that systematically segregate students from regular education settings" (Fierros, 2006). This clearly illustrates the fact that many special need students are also being marginalized on the basis of race.

There are numerous reports which suggest that the disabled are negatively influenced by racial and ethnic factors. For example, Coutinho and Repp (1999) found that approximately sixty percent of special need students were in fact taught outside the regular classroom (Fierros, 2006). Furthermore, it has also been found that "…the negative consequences of the separate special education system are greater for students from racial minorities" (Lipsky and Gartner, 1997, p. 33). In many studies students of color who have various disabilities are described as being "voiceless"(Fierros, 2006). This in turn implies that the laws intended to protect the student have in fact not been effective in the double exposure to racism and being disabled. As Fierros (2006) states, "…because of institutional ableism's hold on our society, it is unlikely that any legal remedy will eliminate the educational inequity faced by students with disabilities" Fierros (2006).

This is therefore an issue that should receive the attention of the teaching profession and teaching perceptions of these students.

3. Teaching perceptions

As a New Zealand study points out, "...the main problem in the sector was poor attitudes. Too many schools turned away children with special needs or did not include them in regular school activities because of prejudices" ( Cheng, 2010). The teacher or educator is not immune to the social and cultural views and prejudices of the society and these perceptions may filter into the classroom. This in turn could have an adverse affect on how special need students are perceived.

In this regard we could refer to the definition of ableism suggested by Vera Chouinard who defines it as "...ideas, practices, institutions, and social relations that presume able-bodiedness, and by so doing, construct persons with disabilities as marginalized […] and largely invisible 'others'"( Campbell, 2008). Chouinard presents a very cogent definition of marginalization and the creation of an attitude of otherness, which has been identified as a cardinal factor in the inequality of special need students.

An even more insightful definition that highlights prejudicial perceptions is as follows: "...a doctrine that falsely treats impairments as inherently and naturally horrible and blames the impairments themselves for the problems experienced by the people who have them" ( Campbell, 2008).

The above brings into focus the cognition and attention that the teachers should give to children who are different in the classroom. An article entitled Red Flags For Classroom Teachers: Identifying Students Who May Have… READ MORE

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