Task 01

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Task 01: Critical Analysis of the Article

Task 1: Critical Analysis of the Article

Critical Analysis of the Article

The essay aims to critically analyse the academic article by Rioux and Pinto related to the education and inclusive approach of students with disabilities and universal right for education. The essay provides a critical analysis of persons with disabilities in education. It also includes how the article made to think about approaches to disability in Mauritius. In the end, the essay links the notion of inclusive approach of teaching students with disabilities to Mauritius policy, learning theory, and other theories belonging to motivation and discrimination as present in the literature, researches and studies.

Critical analysis of the students with disabilities

As indicated by the “EFA Global Monitoring Report of 2010”, “Reaching the marginalised”, one of the major clusters who are extensively debarred from the attainment of quality education is the people who are having disabilities. Disability is known as an attribute or aspect that is least discernible however most strong and compelling, contributing to the educational marginalisation (DFID, n.d., pp.02).

From the time of release of “UN Universal Declaration on Human Rights” in 1948, there prevails regulation which makes it mandatory to provide education for each and every child. According to the declaration, students or people with disabilities are not disqualified and separated from the common education system on account of their disabilities. It also put forward that people with disabilities are not disqualified from gratis and essential primary or secondary education, merely on account of disabilities. As put forth by the declaration, students with disabilities can acquire an all-encompassing, eminent and free of charge primary and secondary education. Students with disabilities have the right to acquire education on the same basis without any discrimination and prejudice with others children in the societies in which they reside (DFID, n.d., pp.02).

Students with disabilities are more or less considered as a heterogeneous group; however, this perception needs not to prevail in the societies. The experiences that these students have at schools and in education can be constructively or unconstructively affected by a number of aspects. These aspects include the international and national policies, policies and guiding principles of schools as well as the actions and approaches of other students and the faculties. It is important to assess and address the way in which the children with disabilities are treated in the school.

Children having disabilities are frequently stigmatised, coming across behavioural and physical obstructions in education, work and everyday life. There have been imposed legislations and laws including the international agreements related to the universal right of education which implies that the children with disabilities should be allowed to acquire education in the regular schools and regular classrooms. However, these legislations alone cannot work to remove the negative associations related to the people with disabilities. The counsellors, teachers and administrators of the school need to put in the efforts to make these students with disabilities receive normal treatment and education just as the other students in their ...
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