89). This paper will explore various perspectives about children with special needs and disabilities and how they fit into society. Specifically, it will discuss the case for learners with Autism and ADHD.
“A mentally or physically disabled child should enjoy a full and decent life in conditions which ensure dignity, promotes self reliance and facilitates the child’s active participation in the community” (UNCRC, 1989, Chapt.3, para. 1).
This mandates everyone to care for children with disabilities and establish a system that makes them more “enabled” and “empowered” as they are fully accepted and accorded due attention and support. This has also made more people acknowledge the needs of individuals with disabilities, hence, more legislations have been decreed in several countries.
In the UK, passage of the 1995 Disability Discrimination Act (DDA), affords protection to disabled people against discrimination in certain prescribed areas, principally employment, education and the provision of goods and services. The DDA rules that every educational organisation and LEA needs to provide equivalent access to the educational programme for children with disabilities. The disability discrimination issues are also covered in the “Equality Act” (2010) which replaced the DDA. It continues to convey the previous discrimination- and equality- oriented legislations under the former act (Royal College of Nursing, 2001).
Levine’s (2002) clinical work with students with learning disabilities has also indicated that a recognition of and capitalization on their specific strengths of mind fosters their development, whereas a focus on their specific weaknesses compromises their development. This would be a good guiding principle when dealing with children with all kinds of disabilities. In doing so, their self-esteem is built up and they are empowered to push