As noted in footnote 2 above, the interpretations of Eichmann as a withdrawal of his I under the pretext of following orders, rests on an interpretation of the trial from Arendts book Eichmann in Jerusalem. The way that they have tried to address it is by pushing states to identify districts that have significant disproportionality for identification, placement, and discipline for students of color in special education. Wald, J.L. 2009. Research has found that participation in special education programs significantly boosts the academic achievement of special education students (Hanushek, Kain, & Rivkin, 2002). And so I think what we need to do is look for opportunities to really bolster general education in a robust way so that it can meet the various needs of kids. Discussing inclusive education: An inquiry into different interpretations and a search for ethical aspects of inclusion using the capabilities approach. So when we see differences that pop up in certain categories that are determined more by the educators within the school district instead of medical professionals, when we see patterns that indicate that these students also have segregated placements, these are indications that at a systems level we really need to ask ourselves what are practices on referral? Education as cultivation, is built on an understanding that education relates to the interplay between internal factors and external influences, and describes how individuals become who they are as a result of social and cultural involvement, where the task for education, is to allow children to develop the greatest number of capacities and capabilities in the fullest way possible (2020, p. 5). And so I think we'll have to see how that works out. Not an I, but simply the self-same human being who says I (his italics p. 245). I think the position Spaemann takes is very important considering the issue of diversity with regard to disability, as those with impairments are often used as examples in theories which maintain that personal existence is conferred by recognition and consequently, those with impairments are regularly ostracized from the community of recognition, as the history of disability has showed. Nussbaum, Martha C. 2011. In these texts people with impairments put words to feelings of not being reckoned among equals because they lack abilities expected to be performed by persons and therefore have a sense of not having the same personal status as other persons who do not lack certain abilities (see OBrian with Kendall 2003, p. 4). That referral usually comes from a teacher or a parent when they've noticed that something is not going well for the child. A follow up study found this result applied across the five disability classifications studied, notably including emotional disturbance and intellectual disability, stigmatizing categories in which black boys are over represented in the aggregate, unadjusted data.9 While some have questioned the generalizability of the ECLS-K results due to sampling,10 the qualitative result has been replicated using the National Assessment of Educational Progress (the 2017 Morgan et al. Appreciating Special Education Students' Diversity By Thomas Armstrong February 05, 2013 6 min read Thomas Armstrong Thomas Armstrong, a former special education teacher, is a keynote. Addressing ableism in schooling and society? She criticises the use of the term diversity in education as an all-compassing term. And because of that, what we really need to think about from the perspective of practitioners and from the perspective of policy makers is we really need to be able to ask ourselves through this process, are we making the best decisions for the child or are we making the decisions that we have to make because of the context of our system? Here, it was suggested, that an understanding of the person should be founded in Spaemanns interpretation of being a personembedded in the mode in which a human being exists, a modus existendiand not as something that becomes someone by recognition. Blood Lead Levels in Children Aged 1-5 Years United States, 1999-2010. Social Theory and Practice 43: 154179. Felder, Franziska. 2023 Springer Nature Switzerland AG. In Exploring the divide: Illness and disability, eds. 1992. In my view, Pring highlights a crucial problem relating to the way in which theorizing and educational practices have developed over the last few decades. In the U.S. overall, 14.5 percent of all students were special education students (ages 3-21) in 2020-21. Dhuey, E. & Lipscomb, S. 2011. Capability means opportunity to select, hence capabilities have values in and of themselves, as spheres of freedom and choice, whereas functionings are the outgrowths or realizations of capabilities (Nussbaum 2011, p. 25). Whitehurst, G.J. By comparison, 47% of all public elementary and secondary school students in the U.S. were White in 2018-19, according to the most . A downplay of the reality of impairment has been criticized by Vehmas and Watson (2016). Felder argues that to celebrate human diversity per se underestimates both the challenge that disability represents and what it means in the context of education (Felder 2019, p. 3). Journal of Curriculum Theorizing 34: 1023. This leads to the next distinction in which I maintain a language and an understanding of diversity should rest: the distinction between education as a paradigm of cultivation and an existential educational paradigm (Biesta 2020). While encouraging school districts to avoid disproportionality surely comes from an idealistic place, schools cannot do it alone. Etikk i praksis-Nordic Journal of Applied Ethics 1: 125135. This is addressed by arguing that an understanding of diversity ought to be understood primarily in relation to being a personto be someone, and not a something like a bio-neuro-socio-cultural being, a concept coined by Biesta (2020), in which the human being is interpreted as a coordinate between a system axis and an individual. Diversity fills classrooms across our nation, therefore it is crucial we nurture diverse learning to the fullest potential through differentiated instruction. Begon, Jessica. She recently published "Racial Differences in Special Education Identification and Placement: Evidence Across Three States" in the Harvard Educational Review. The National Academies Press. He discusses whether the Parks-Eichmann example is just a question of different moral choices and hence does not picture a real educational paradox, but rather a failure of moral education and the cultivation of moral subjects in a particular context. Oliver, Mike. They argue, that emphasizing solely cultural aspects as characteristics of disability at the expense of the material, will run the risk; of misconstruing not just the lives of disabled people but also crucial ethical issues (p. 13). Seeing the human being primarily as an interactive combination of nature, nurture or technology (Cyborgs) does not bring about a platform for the main educational question, the question of subjectification. Researching English language and literacy development in schools. Program Policies, Part 4: Academic Integrity and Standards of Conduct, Resolution on Rights and Responsibilities, Standards of Conduct in the Harvard Community, Policies on Harassment and Discrimination, Policy on Consensual Romantic Relationships, Part 5: Copyright and Publishing Policies, Harvard EdCast: The Power of Out-of-School Learning. I think the school principals reflection is similar to the intention of the Parks-Eichmann case, which Biesta uncovers as a paradox from an educational angle. Due to lack of education and misconceptions, students of diverse cultures and who speak a different language other than English are being placed in special education classes. 2010. Through authentic conversation, we work to lower the barriers of educations complexities so that everyone can understand. 2020. Give back to HGSE and support the next generation of passionate educators and innovative leaders. For example, if a child with a hearing impairment in the future will have the opportunity to exercise free speech and be safeguarded testimonial justice (Fricker 2017), this not only requires the ability of that child to use a language and his/her ability to cultivate internal capability through development and education, but also the actual material and political circumstances in which that ability can be used. Reindal, S.M. And we did find that low income students were more likely to be identified. Spaemann (2006) argues that there has been a shift in recent years on the thinking with regard to the concept of person. And maybe that's a case where it's an inappropriate identification. Bloomington: Indiana University Press. Funding Special Education by Total District Enrollment: Advantages, Disadvantages, and Policy Considerations. It gives kids access to interventions that a lot of kids really do need, and that's important to recognize. It is suggested that the issue of diversity, as it relates to disability, should be examined within the framework of fundamental educational questions. To illustrate the difference between these two paradigms, Biesta uses an example which he claims to be an educational paradox. Teacher Education and Special Education, 21(1), 6370. Pervasive ethnic and racial disparities in education follow a pattern in which African-American, American Indian, Latino and Southeast Asian groups underperform academically, relative to Caucasians and other Asian-Americans. This has especially been prevalent in the critique from the field of Disability Studies regarding special education (see Connor 2019; Gallagher et al. Recognizing this trend, I have argued that a language of diversity related to disability and educational challenges should be embedded in a language of the person, being someone. This is still the case, as is documented through statistics on children with impairments who are out of school (UNESCO 2020 pp.71). More specifically, the cultural perspectives of parents and special education professionals may affect decision-making in providing appropriate services for children with disabilities. Biesta asks us to consider what education is, against the background of what he calls the Parks-Eichmann paradox and the status between the three broad educational ends: qualification, socialization and subjectification. This policy would help poor kids more than universal pre-K does. Brookings Institution, July 30, 2016. The minority body: A theory of disability. Arnesen, Anne-Lise., Reetta Mietola, and Elina Lahelma. In ProceedingsBritish Academy 151: 285318. Terzi, Lorella. Case 5: You suffer from a physical condition which gives you severe forced movements, makes it difficult for you to communicate with other people in any spoken language, and makes you dependent on a wheelchair to move and an assistant in daily life. Nussbaums version of the capabilities approach focuses on the protection of areas of freedom, that in her view, are so central that their removal makes a life not worthy of human dignity (2011, p. 31). 2007. Leeds: Disability Press. The neurodiversity-based approach, by contrast, aims to make use of the emerging literature on the strengths of special education populations (see, for example, Mottron, 2011; Diehl et al., 2014) and focuses primarily on assessing strengths, talents, abilities, and interests.