Explain how schools have changed the ways they help meet students with exceptionalities needs, and support learners.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Changes in Schools to Support Students with Exceptionalities
Over the years, schools have made significant strides in adapting their practices and policies to better support students with exceptionalities. These changes reflect a broader understanding of inclusivity, individualized learning, and the need for collaborative efforts among educators, families, and communities. Below are key ways in which schools have evolved to meet the needs of students with exceptionalities:
1. Inclusive Education Models
– Shift to Inclusion: There has been a significant movement towards inclusive education, where students with exceptionalities are integrated into general education classrooms alongside their peers. This approach promotes social interaction and academic engagement.
– Universal Design for Learning (UDL): Schools are increasingly adopting UDL principles, which emphasize designing curriculum and instructional methods that accommodate diverse learning styles and abilities from the outset.
2. Individualized Education Programs (IEPs)
– Personalized Learning Plans: The development of IEPs has become a cornerstone of supporting students with exceptionalities. IEPs are tailored to each student’s unique needs, ensuring that educational goals, accommodations, and services are specific and measurable.
– Regular Review and Adaptation: Schools now prioritize regular reviews of IEPs to ensure that they remain relevant and effective as students progress or face new challenges.
3. Collaborative Approaches
– Interdisciplinary Teams: Educators, special education teachers, therapists, counselors, and administrators often collaborate as part of interdisciplinary teams to create comprehensive support systems for students with exceptionalities.
– Family Engagement: Schools have recognized the importance of involving families in the educational process. This includes regular communication, participation in IEP meetings, and support for parents navigating resources.
4. Professional Development for Educators
– Training and Workshops: Teachers receive ongoing professional development focused on special education best practices, behavior management strategies, and differentiation techniques to enhance their ability to support diverse learners.
– Cultural Competency Training: Educators are increasingly trained in cultural competency to effectively address the needs of diverse populations, including those with exceptionalities.
5. Behavioral Support Systems
– Positive Behavioral Interventions and Supports (PBIS): Schools have implemented PBIS frameworks that focus on promoting positive behavior through proactive strategies rather than punitive measures. This approach helps create a supportive school climate.
– Social-Emotional Learning (SEL): Incorporating SEL programs supports students’ emotional well-being and social skills, which is particularly beneficial for those with exceptionalities.
6. Technology Integration
– Assistive Technology: Schools have embraced assistive technologies that help students with disabilities access the curriculum more effectively. Tools such as speech-to-text software, audiobooks, and adaptive devices cater to individual needs.
– Digital Learning Platforms: Online resources and learning management systems allow for personalized learning experiences, enabling students to progress at their own pace.
7. Expanded Support Services
– Mental Health Resources: Increased awareness of mental health issues has led schools to provide more comprehensive mental health services, including counseling and therapy options tailored for students with exceptionalities.
– Transition Services: Schools are emphasizing transition planning for students with disabilities, providing resources and support for post-secondary education, vocational training, and independent living.
Conclusion
Schools have undergone substantial changes in their approaches to supporting students with exceptionalities. By embracing inclusive education models, developing individualized education programs, fostering collaborative approaches, providing professional development for educators, implementing behavioral support systems, integrating technology, and expanding support services, schools are better equipped to meet the diverse needs of all learners. These changes not only enhance academic outcomes for students with exceptionalities but also promote a more inclusive and equitable educational environment for everyone.
