Social justice paper that discusses the concepts of diversity and equity within both the engineering profession and Canadian society, with an emphasis on the need for affirmative action to ensure the participation of aboriginal peoples, women, visible minorities, people of color, persons with disabilities, and sexual minorities in an inclusive and progressive liberal community. This paper should also examine possible opposition to equity and diversity priorities and provide supportive ethical arguments that would encourage those who may feel reverse-discriminated against, to welcome this liberal diversity policy for a greater collective good.
Special Education or special needs education refers to the education of physically or mentally challenged students whose learning needs cannot be met by a standard school curriculum. Special instructional methodology, techniques, materials are provided. But because is education, it helps students reach a superior level of personal self-sufficiency. It is not easy to find reliable data about the number of children with disabilities in India. The lack of data available reflects the poor policies implemented by the Indian government for those children with disabilities and their families as well. Moreover, some families hide their disable children for fear of shame. Thus, this report relies on the projected figures made by surveys. Estimations show that about 40 million children in India, from the age of 4-16 years old, are disabled. India measures disability in five categories: hearing, sight, speech, locomotors and metal- excluding others such as autism. Taking this measure into account, surveys rely that 35 million children are physically challenged and 5 million are mentally ones. But what is worst is that 90 percent out of those 40 million are out of school- majority of them living in rural areas- which means that 9/10 children are not provided with education. And this is what the government should look at. The educational facilities provided to children with disabilities have grown gradually in the past years. These ones range from special schools to Inclusive education. Special Schools are apart from the General Education System. In early times, special schools in India were a voluntary program. By 1950s, there were around 10 special schools in India. In the year 1960s, the government began awarding grants to NGOs for the creation and upkeep of special schools. By this year, 39 special schools were created. Thirty years later, in the 1990s, there was an incredible growth. Around 1100 special schools were created and spread all around the country. This growth was mainly due to the creation of Acts (e.g. Equal Opportunities, Protection of Rights and Full Participation, 1995), polices and the availability of more number of professionals trained to teach in special schools. It is hard to estimate the exact number as some NGOs who created such schools haven’t been included in directories. Moreover, most of them are register as Societies or Trust. Therefore, there is no recognition of such special schools due to poor documentation. Moreover, in the past years, much parent organization in India established special schools for children with intellectual disabilities in different parts of the country- this reflects the involvement of parents. Latest surveys estimate that there are more than 3000 special schools in India but only few of them, those in urban areas, have the needed resources, or trained teachers. Now, where is the money for special schools in rural areas?. Until the 1970s, the policy encouraged segregation. It was believed by educators that children with intellectual and physical disabilities couldn’t take part in activities of common schools because they were “different”. Over the time, this policy of segregation was dissolute. They started to believe that if the child was ready to make a shift, this one should be transferred to a general school. And here is when the idea of inclusive education was introduced. In the year 1974, the government implemented the fi>GET ANSWER