Upholding rights of Deaf and Mute Essay Example | Topics and Well Written Essays - 1000 words

Upholding objurgates of Deaf and tame - Essay ExampleUp to the early 70s, desensitise and dull children had to suffer from the lack of government efforts to declare oneself to the desensitise and mute community adequate opportunity to get the same level of education that the earshot is receiving.That meant more than one million children could non attend unwavering school and were forced to attend finical schools that were not sanctioned by the government. That meant school fees went way above what they can afford, curriculum did not partake what is required by government, and there was no way on how policies may be questioned. Since many of these families werent earning enough to send children to a special private school, they were left with no choice but to supporting their children at home with no education. By mid the 70s, the congress finally became aware of this unfulfilled need. A series of laws were passed that were to provide the desensitize and mute equal opportu nity as the sense of hearing. Different laws were enacted that covered the right that the desensitise and mute should have been enjoying in the first place. The following policies were set in place (Lane, 1996) part 504 of the Rehabilitation Act of 1973 and public Law 94-142 (the 1975 Education for All Handicapped Children Act) require that every deaf and mute child be given the same opportunity as the hearing to attend regular public schools with all their needs being metThe Public Law 94-142 was amended in 1986 by Public Law 99-457 to provide greater detail on ensuring that deaf and mute children enjoy the same privileges and opportunities as the hearing Individuals with Disabilities Education Act (IDEA) was put in place in 1990 to encompass all the laws and policies that advert to upholding of the rights of the deaf and mute Despite these efforts, there remain a lot of disparities between what the law is lustrous and what is actually being provided by public schools. In 19 92, the Department of Education started a nationwide check over on how public schools are meeting the requirement of the law when it comes to the deaf and mute and hard of hearing. split up of the objective of the review was too to identify the root of the problem on why many deaf and mute and hard of hearing still end up uneducated despite the laws assurance that they are to be accommodated by public schools (Karchmer, 2003). The Department of Education learned that the biggest problem of the deaf and mute children that prevents them from getting the same opportunities as the hearing children is communication. Many of the public schools already accommodate deaf and mute children but are not providing these children with the same communication tools that are appropriate for their needs. The deaf and mute communication needs are highly specialised and, when unfulfilled, could be isolating. Worse, the absence of communication tool for the deaf and mute are making them perform poorl y in school. It is affecting their ability to learn and pay back their skills side by side other children. The deaf and mute and hard of hearing are also finding it difficult to develop relationships with their hearing classmate (Karchmer, 2003). More than one study has already testified that the transmitting of knowledge outside(a) of the classroom is critical in the growth of child and in the development of a childs skills and abilities (Armstrong, 1994 Crossley, 2000 Curry 1983 Mills 1959). When there is not enough socialization and interaction outside of the school, confidence and self-esteem also dont develop enough to give them the willingness to pursue careers that the hearing is able to pursue (Marjoribanks, 200). The Department of Education also discovered that many public schools are not interpreting that laws correctly that are leading to many deaf and mute children being rejected by many public schools. Public schools are imposing the same requirement from the deaf an d mute