Speaking about the problem mentioned above we should pay attention to the history of Special Education and its functions. It will help to see the current issue from inside. The history of Special Education is an example of realization of democratic principles in educating the children, whose abilities are worse than intermediate. From 1875 to 1920 American schools are a source of social changes. The early attempts of organizing the educational establishments for the children, who needed special care, were included to special schools, where students were prepared for life and got educated. These schools were organized with the aim of giving service to the people with deep, easily identifying disabilities. Later some classes for the disabled were opened in common schools. In 1878 two classes for the students with behaviour disturbance were organised. In the end of the 19th century the responsibility of educating the disabled was recognized. The year of 1954 brought a law, which claimed compulsory education for all people (not considering race, ethnic identity, gender and disabilities). During the history of special education the disability differentiation was the main point for discussion. According to the law students should get special care if they have the following disabilities: mental disability, ear disturbance, speech disturbance, eye disturbance, serious emotional disturbance, autism, and some difficulties in learning.
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The purpose of this paper “Education Programs for African American Students” is to determine whether the student was misdiagnosed when first identified, and is being given what is needed to counteract the situation. The aim was to define if the African-American students are misplaces in special education. …
The researchers have found that a strong ethnic identity is also related to high self-esteem. This is important to African American self-perception as studies show that a strong sense of belonging toward one’s ethnic group seems to mitigate the negative impact on self-concept resulting from being a member of a minority group in a White-dominated culture.
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This number may have gradually increased but non other than President Barrack Obama reminded the African-American community that they had to pursue education on a serious note if they ever hoped to live the American dream and there were no shortcuts to that end.
In a July 2003 Census Bureau report entitled African Americans by the Numbers, we can readily discern that there is light at the end of the tunnel for the continued climb of the African American educational attainment level. The reports says; “ among African Americans age 25 and over, 80 % had at least a high school diploma-a record high.
This places the African-American teenage girl at particular risk of using alcohol or other drugs (AOD). While there has been significant progress during the last six years in lowering the prevalence of drug abuse among teenagers, the rates continue to be unacceptably high as nearly 15 percent of the high school students surveyed in 2007 reported using an illegal drug within the past month (Teen substance abuse).
According to the discussion among African Americans age 25 and over, 80 % had at least a high school diploma-a record high. The report goes on to show that this percentage rose by 10 percentage points from 1993 to 2003. For African Americans ages 25 to 29, the proportion is considerably higher at 88%.
r, it is an extra challenge for African-American adolescent students due to the developmental task of “integrating their individual personal identity with their racial identity. This integration process is a necessary and inevitable developmental task of growing up Black in
m the base of our argument as we explore the use of education and the elevation of the African American children through education to beat the racial prejudice that is imminent in some parts of the country. Education is playing the major role to emancipate the citizens from the
5 pages (1250 words)Essay
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