Americans with Disabilities Act, Inclusion and Equality in Classrooms

Americans with Disabilities Act, Inclusion and Equality in Classrooms

Question 1: The Americans with Disabilities Act?

The Americans with Disabilities Act (ADA) was the most significant civil rights legislation enacted by President George W. Bush that addressed individuals with disabilities. The Act aimed to address the exclusion of people living with disabilities in the society. The ADA focused on eradicating discrimination against people with disabilities in private and public sectors (Keenan et al., 2019). The Act encouraged individuals to acknowledge and respect the potential and abilities of people with disabilities and support their contribution and participation in social activities. The Act brought reforms in all sectors to support the inclusion of individuals living with disabilities in their operations. The areas affected by this legislation include telephone service companies, mass transit systems, buses and trains, companies with more than fifteen workers that should provide reasonable accommodation for qualified persons with disabilities, and other facilities, including hotels, hospitals, banks, retailers, and fast-food restaurants.

Question 3: Rethinking We Are All Special

Educators should help students recognize the existing unfairness in society on people with different identities, such as albinism, help them understand the unfair language used to address individuals with disabilities, and enable them to acknowledge that unfairness affects individuals. The teacher can introduce the students to the history of disability rights, which will help them acknowledge that people with albinism have equal rights to general education as individuals without disabilities, which will help students in the early childhood classroom to integrate with their albinism peers (Lalvani & Bacon, 2019, p. 96). The educator can also introduce the concept of accessibility for people with disabilities as depicted by the Americans with Disability Act accommodation mandates. The students will acknowledge that all individuals have access to equal opportunities in the job market if they have qualified skills, and also entitles the students with disabilities access to all social services, including public transport services.

References

Keenan, W. R., Madaus, J. W., Lombardi, A. R., & Dukes III, L. L. (2019). Impact of the Americans with Disabilities Act Amendments Act on documentation for students with disabilities in transition to college: Implications for practitioners. Career Development and Transition for Exceptional Individuals, 42(1), 56-63.

Lalvani, P., & Bacon, J. K. (2019). Rethinking “we are all special”: Anti-ableism curricula in early childhood classrooms. Young Exceptional Children, 22(2), 87-100.

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Choose TWO questions to answer. Responses can be short, one or two paragraphs for each question, as long as they answer the questions provided in a clear and concise manner.
1. What was the purpose of the Americans with Disabilities Act? List four areas where this law affects the lives of individuals who are disabled. (Reflect on Chapter 2 from last week)
2. What is the difference between mainstreaming and inclusion? (Reflect on The Inclusion Classroom: An Inclusive Education Movement video ”
3. In the reading “Rethinking We Are All Special”, the authors talked about four strategies and related activities (pp. 91-98). Describe 1 or 2 activities that you can do in your classroom to promote anti-ableist awareness in early childhood classrooms.