Educational inequality for people with disabilities

 Salam alaikum sister Sayia, I hope you are doing well. I am working extremely hard on my paper for the magazine is this too long I can try to make it 1500 words and not repeat my self 

Malcolm X once said, "Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” In other words,’ I think Malcolm x is saying that a good educational experience gives people the absolute freedom, opportunities to think learn grow and communicate with others and to travel the world. Therefore Knowledge is the most powerful weapon because it provides individuals with the skills to understand the world, solve problems, empower themselves, overcome obstacles. Individuals can not develop or gain any new skills without getting a good education. Educated individuals can provide for them.selves and prepare for the future. Furthermore, everyone deserves a good, equal education to be a strong, successful, productive individuals  society. I am very passionate about educational inequality in the world. Individuals with disabilities must be educated and exposed to an equal educational experience as their fellow students. Every child deserves to learn. Unfortunately, this is not the reality of our education system; students with disabilities do not have the same opportunities in schools as others. In this article, I will address educational inequalities for students with disabilities in school. 

Education is the foundation to critical thinking .Human beings can differentiate between right and wrong make good decisions  Getting a good education give people the ability to reason and develop rational thoughts to make informed decisions. As a result, I believe that all human beings are born innocent babies who come into the world without knowing anything, so they have to be socialize because it provides individuals with the tools to understand the world,  When babies come into the world they need to be taught everything by socializing agents, which include a person's parents, people, family. Parents are socializing agents for their children because they teach children to read and prepare their children for the educational experience they need to interact with world.his is especially true for students with disabilities who learn in many different ways in school so the education socialize students to be honest professional and good productive members of society. is education because education is the leading institution that allows people access to all other socializing agents. Education sets the motive for people to help gain a perspective or worldview to learn about social norms, morals, good and bad behaviors, and how to build good character. I want to help people learn to advocate for themselves and develop their voice. In my opinion"Your voice is the most valuable tool you have. Listen to and see each other's perspectives to communicate with the world This is especially true for students with disabilities. Education is the most powerful weapon you can use to change the world.

I believe"Education gives people the absolute freedom to reason and communicate with the outside world.” People with disabilities need to be educated. It broke my heart when I discovered the gap between students with disabilities and society. Unfortunately, only 65 percent of the percentage of disabled people graduate from high school compared to 86 percent of their counterparts. This is unbelievable, considering I work with students with disabilities in the Safeena Foundation as an assistant. Society needs to work together to close the educational gap. Every individual deserves the right to a good educational experience. Based on my research, individuals with disabilities have the according to the Individuals with Disabilities Education Act (IDEA).

Furthermore, this act mandates equal rights and essential support to students with disabilities in the US public school system. Every year, this legislation ensures that an equal education is provided to millions of students who otherwise may not receive it. Under IDEA, a child may become eligible for special education services when they are diagnosed with one of many covered disabilities, including autism, deaf-blindness, emotional disturbance, intellectual disability, orthopedic impairment, attention deficit hyperactivity disorder, dyslexia, or traumatic brain injury. This is very important to me. Students with disabilities should have equal opportunities for an excellent educational experience and environment in college so they can communicate with the world. 

Another issue that leads to educational inequity is disproportionally is Disproportionally over representation or underrepresentation of a racial or ethnic group compared with its percentage in the total population based on my research student with disabilities are underrepresented in the classroom and they are not performing well in school because they are not getting the resources and accommodations they require in schools. Disproportionately in special education is a problem that impacts both students and teachers. Many students with disabilities are placed in special education classes because they are disabled, but they are intelligent, and they are capable. Children improperly placed in special education programs may not receive the best support to meet their needs, leading to problems in student performance. For example, students of color identified for special education programs often get placed in separate classrooms or receive more discipline than their classmates, as reported by The Century Foundation (TCF). Additionally, a disproportionate number of minority students and English language learners get placed in special education services programs, often in restrictive classroom settings, according to Understood.org.

Disproportionality in special education is also a social economic issue. Children living in poverty have a higher chance of being identified with learning disabilities than students living in households with much higher incomes, according to NCES. The report cites data linking insurance as a possible cause of the disproportionality. From 2011 to 2013, children in households with public insurance received ADHD diagnoses at higher rates than children with private insurance, 11.7% versus 8.6%, respectively.

Students with disabilities from low-income families also had a higher likelihood of placement in substantially separate classrooms than non-low-income students; this significantly affects how much individuals with disabilities have abortion information, according to TCF. Students impacted by disproportionality, particularly those in substantially separate classroom settings, perform worse than their peers in general education classrooms. Other factors affecting a student's placement for special education include funding stats.

Education is the most fundamental element in a modern and civilized society. There are many social inequalities in the education systems of the United States and other countries worldwide. Race affects many factors that have led to inequality in the education system, such as educational achievement, educational attainment, cultural values, social status, lack of school funding, and sexism. People do not look at all the elements that cause educational inequality in society. Therefore, most people do not have a sociological imagination. This is why they only look at inequality in the education system from one aspect: the lack of school funding.

 C. Wright Mills developed the principle of "sociological imagination," which states that to explain any single problem in society, people must look at the problem from all aspects. This is why when sociologists want to study educational inequalities, they have to analyze these problems through the effects of race on the lack of funding, social status, educational achievement, educational attainment, class mobility, and ascription. All of these factors help sociologists explain and understand why there are many differences between the educational opportunities and the limited access to the resources that students in poor high schools and colleges have.

One way people can understand the differences in school funding is by examining how wealthy or poor the neighborhoods or school districts are. The book "The Savage Inequalities: Children in US Schools" by John Kozol highlights the statistics of the different populations of rich and poor children in schools, thus illustrating how unequal the education system is in these neighborhoods. For example, students in the Bronx only have access to old textbooks and worn facilities, with overcrowded classes, dirty bathrooms, and limited access to resources such as tutors and guidance counselors (Kozol 1991 pg. 25). In opposition, wealthier communities have newer resources and facilities. This discrepancy between poor and rich communities is because of racism and school funding being based on economic needs in society. 

In addition, Kozol talks about how school funds are distributed unfairly and unequally to poorer populations, such as African-Americans, Hispanics, and Asians. School funding is greatly influenced by the economic status of certain areas and where people live. I agree with Jonathan Cool's argument that "schools stack the deck against poor children (Kozol, 1956, p. 6)"; however, money is not the only reason for the lack of school funding and educational inequality in many public schools. Those who live in underprivileged neighborhoods do not get the same funding as privileged neighborhoods, not only for financial aspects but also because they do not have power of influence. (Kozol, p 9). Wealthy people influence change in the school curriculum, and wealth is even more critical than race for many reasons. It is one reason for educational inequality in society. This causes special treatment of wealthy students, while poor minority groups receive unequal opportunities in the education system. One such example of special treatment was when a young Hispanic girl in elementary school was considered to be mentally ill because she was too talkative in her class compared to other students. After the school mistook the student as mentally ill, the mother was furious because she realized her daughter's true potential. As a result, the mother began to volunteer at her daughter's school every day, and because of the mother's wealth and influence in the school community, the school started to pay attention to her daughter. The daughter was eventually placed in the gifted program. However, the school only fixed their error because of the mother's wealth and influence. The fact is that the daughter never had a mental illness, and the only reason that she was assumed to be mentally ill was because she was a minority. The school discriminated against her (Brown vs. Board of Education film, 2007).

Social and economic disadvantages –in society, poverty, and many other conditions –worsen poor students' performance. In addition, concentrating poor students with these disadvantages in racially and economically homogeneous schools causes more inequality in the education system. This is because the schools that have a majority of poor, disadvantaged students, such as African-American students, are segregated due to the fact they are located in segregated high-poverty neighborhoods. As a result, living in such high-poverty neighborhoods for multiple generations adds additional physical barriers to education achievement for poor students, which causes them to have minimal educational opportunities compared to wealthy students. This characterizes many African American children today. Many of our education policies are constrained by housing policies. Therefore, it is not possible to desegregate schools without desegregating both low-income and affluent neighborhoods. 

However, the policy motivation to desegregate neighborhoods is being prohibited by a growing ignorance of the nation's racial history. It has become conservative for politicians to emphasize the fact that the residential isolation of low-income black children is now "the de facto law from which" the accident ideologies of economic circumstance, demographic trends, personal preference, and private discrimination already produce educational inequalities. The historical record demonstrates that residential segregation is "de jure," resulting from racially-motivated and explicit public policy whose effects endure to the present. Without awareness of the history of state-sponsored residential segregation, policymakers are unlikely to take meaningful steps to understand or fulfill the constitutional mandate to remedy the racial isolation of neighborhoods or the school segregation that flows from it. (Richard Rothstein 2014, 1).

Another reason for educational inequality is the concept of tracking. "Tracking" is a term in the academic language that determines where students will be placed during their secondary school years (Burris, 2008, p 45). Tracking begins in some schools, as early as kindergarten, with IQ tests and early achievement tests designed to measure so-called "ability" to determine track placement in the elementary years, thus setting in place an educational trajectory for 

My physical disability gives me a unique sense of empathy for those who are disabled, as well as any individual seeking to discover the power of their voice. I want to help each of my clients use their voices as a tool to enable them to communicate their messages and experiences peacefully so that they can make people aware of their problems. People must never be afraid to stand up for their beliefs and ensure their powerful voices are heard. Even if people have no other resources, each person has a voice. It is your most valuable resource because no one can take it away. As a social worker, I encourage my clients to utilize their voices by helping them use their passions to create different outlets that help them become comfortable sharing their unique experiences with others.

Administrators and good teachers can address disproportionality in special education by helping prepare teachers with the skills and resources they require to identify students needing special services. The US education system has lost 17 percent of its special education teacher workforce over the last decade, as reported by PBS. Still, even as more special education teachers quit their jobs, the population of students with disabilities ages 6 to 21 stayed about the same—declining about 1 percent. Improving retention rates of special education teachers delivers direct benefits to school systems and students. Principals, superintendents, and other school administrators can implement strategies to prepare teachers, including the following:

Training Educators and Improving Resource Availability

The process for identifying children for special education programs includes an assessment. For example, a school can complete a functional behavior assessment (FBA) of students removed from their classes for more than 10 days due to problematic behaviors based on IDEA stipulations. If properly trained, educators who witness students struggling academically and socially can intervene as soon as they recognize the signs.

Improving Assessments for All Students

Instead of just screening students who are struggling in school, school administrators could expand observations to all students to help address the needs of every student. Additionally, decisions on whether or not students may benefit from a special education program could include assessments of various factors, including test scores, subjective observations, and classroom performance.

Conclusion 

I love education and self-advocacy. I want to travel the world. More specifically, I intend to focus on the differences in educational opportunities that wealthy students get as opposed to the lack of opportunities and resources that poor minority students do not have in their schools. I decided to write this paper on education for many reasons. First, I took the social problems class and wrote a fifteen-page research paper on educational inequalities in the United States because it was exciting. Even though I wish we lived in a utopian society with no problems, let alone educational inequality, I realize there are no easy solutions. People must study it from many different perspectives to better understand the whole picture.

Getting an education is the foundation for human beings, having the ability to be fundamental elements in a modern and civilized society. Based on my knowledge and research, race affects many factors that have led to inequality in the education system, such as educational achievement, educational attainment, social status, lack of school funding, ascription, and social mobility. People only look at some of the elements that cause educational inequality in society. Therefore, most people need a sociological imagination, so they only look at inequality in the education system from one aspect: the lack of school funding. 

 Bibliography

Kozol, J. (1991). Chapter 4. Savage inequalities: Children in America's schools (pp. 35-150). New York: Crown Pub.References

Banks, J. (2004). Tracking. In Selected chapters from: Multicultural education: Issues and perspectives (Updated 4th ed., Vol. 12, pp. 25-60). New York, New York: Wiley Custom Services.

Burris, C., & Garrity, D. (2008). Chapter 2. What Tracking Is and How to Start Dismantling It. In Detracting for excellence and equity. Alexandria, Va.: Association for Supervision and Curriculum Development.

Epstein, K. (1993). "Insights on Diversity: Toward a representative teaching force". Kappa Delta Pi Record 29 (4): 128. 

 Grob, M. (2003). "Educational systems and perceived social inequality". European Societies, 5 (2).

 Harvard, College. Term Bill Rises 3.5 Percent to $54,496, 2012, March 26). Retrieved May 8, 2015, from http://harvardmagazine.com/2012/03/