There is No Greater Disability in Society, than the Inability to See a Person as More - Essay Writing Assignment Help

Assignment Task:

This assignment requires you to investigate and summarise factors that impact on the lives of children with additional needs and their families.
The purpose of this task is to enable you to develop a deeper understanding of the complex sociocultural factors and theoretical perspectives around disability, diversity, additional needs and inclusion, which impact on the lives of children with additional needs and the people who care for them.
This assignment supports unit learning outcomes 1, 2 and 3.
You are required to write a 2000-word expository essay that responds to the following statement:

1. What are some key challenges early childhood professionals face in implementing contemporary inclusion policies and practices?In addressing this statement your essay should explore the following key learning areas:
2. How different perspectives on disability can impact the effective inclusion of a child with additional needs (covered in Weeks 1 and 2). Social vs Medical Model
3. The impact of additional needs on the child and their family, including the impact on their educational needs (covered in Week 4).  Social Stigmatism, socio-economical, resources, physical impact etc
4. The contemporary policies and practices driving changes to how children with additional needs are treated in early childhood environments (covered in Weeks 3 and 4). For example, Unicef, Acara, Rights of the Child etc

Your essay should be structured around the following format:

• Introduction (approx. 200 words). Outline what your essay will cover and introduce your approach to addressing the essay statement. YOU ARE REQUIRED TO Include a Thesis Statement
• Body (approx. 1600 words). Address the first two key areas in the body of your essay, connecting these with a broad view of contemporary policies and practices.
• Conclusion (approx. 200 words). Present a summary of your response to the essay statement.
• Reference list (not included in word count). List all references to the work and words of others correctly cited according to APA style.

This task requires you to investigate and summarise sociocultural factors, theoretical perspectives, and contemporary inclusion policies and practices. While in the first instance the learning materials and readings in Weeks 1–4 provide a source of information, you are expected to look well beyond this material in formulating your essay. You will therefore be required to use scholarly resources to support your views. This involves selecting evidence from peer-reviewed scholarly texts as well as authoritative non-peer-reviewed primary and secondary sources, writing with clarity and precision, and correctly citing the references from which you have drawn your evidence.

Under the EYLF, high-quality practice occurs when educators deliver an exciting and flexible learning environment that is responsive to the interests and abilities of all children. It also caters for different learning capacities and learning styles and invites children and families to participate actively in the planning and implementation of the curriculum. Inclusion means building upon and fostering diversity. It involves working with every child and not particular groups of children. Each child’s strengths are built upon, and any barriers to learning facing a child are recognized and responded to. Inclusion seeks to address circumstances where some children may be excluded, under-represented, or are unable to access early childhood education and care.

“There is no greater disability in society, than the inability to see a person as more”(Webscom, 2019). With the stigma surrounding disability in society and a perceived lack of support, Primary teaching professionals face many challenges in the implementation of contemporary inclusion policies and practices. The social model identifies the social imposition of disability compared to the medical model which portrays the person in a dire situation where they are the disability (Cologon, 2014). These ideals seek to label the individual and gain a false understanding of the disability as opposed to looking at the individual and acknowledging each one as a person with a disability, not a disability that defines the person. By placing the person first, you recognize the personhood (Baglieri & Shapiro, 2012). Many factors influence the education of a child with additional needs such as financial constraints of the family and school, lack of understanding of the specific needs of
the individual and stresses of the family due to the Childs needs. Whilst there are guidelines in place to protect and enhance Childs learning, society's perception of disabilities must change in order for this to take effect. “I don't have a disability, I have a different-ability” (Webscom, 2019) proclaimed Robert Hensel, as he was highlighting the fact that the practice of inclusion starts with perception. If educators were able to view each student as individuals with diverse learning
requirements, (Australian Institute for Teaching and School Leadership, 2014) having a different ability would not hinder the education process, it would enhance it. “Through language and labeling, we stigmatize or include” (Cologon, 2014) demonstrating the impact both the medical and social models can have on a person with a disability and their ability to be accepted and included. Ableist views strongly connect with the medical model through the use of language portraying disability as a tragedy (Cologon, 2014).Disability is viewed as a tragedy where the individual suffers showing little understanding of the needs of the individual nor the effect view has on them. To counteract this viewpoint, the policy has set out to establish a basis whereby all students are entitled to access the same educational programs, utilize facilities and have the opportunity to participate on equal terms to their peer with reasonable and relevant adjustments made to ensure inclusion
(DET, 2005, p. 4). This model, however, hinders the implementation of such a policy if the educator holds this view. Comparatively, the social model sees the disability of a person as an environmental factor or social imposition instead of a personal characteristic (Cologon, 2014). This model holds society accountable for any disability and acknowledges that it is the surroundings that need changing or fixing, not the individual who needs assistance to work with their disability. In stark contrast to the medical model where a specific disability is treated or medicated, the social model sees the whole social environment assessed and altered. Through the social constructivism lense, “a person is disabled when he or she is socially prevented from full participation by the way society is arranged” (Finklestein, 1975, p.34). Primary teaching professionals are required to ensure all students are offered the same opportunities and experiences and their contributions recognized and valued irrespective of their ability (DEEWR, 2009). This requires educators to know their students and how they learn to maximize their potential and learning capabilities (AITSL, 2014). Through this model, educators take into account the whole environment including the students’ needs and what assists them to thrive and prosper. A Childs education should promote the development of their talents and personalities to their full potential (UNICEF, (2008) which can be achieved when acting from the social perspective.From an early age, the Inclusion Support Program [ISP] provides funding and services to assist children with additional needs to learn and develop with their peers(Department of Education, 2017). Through early intervention, Early Years educators attempt to minimize the impact an individual’s disability has on them whilst providing the best opportunities and experiences to learn. In conjunction with The National Quality Framework, [ACECQA] educators create a personalized learning program specific to each child resulting in the optimal learning experience for them (ACECQA, 2012). Throughout both early childhood and primary settings, the educators are required to undertake significant planning and consultation to ensure the personalized plan for each child is beneficial, inclusive and maximizes the Childs potential. Despite these expectations, a lack of training, resources and funding have been cited as barriers to inclusion in education (Glazzard, 2011). Furthermore, contrary to efforts made, the rigid curriculum and structured testing regimes create an environment that is not conducive to inclusive education with little room to personalize programs as specifically as required (Rogers, 2007).

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