Essay On Asylums

Throughout the history of education, there have been a lot of improvements, laws/ requirements set for states, and other major game changers put in place for those with disabilities. From the time of students being confined to asylums or kept in home because educators were not sure how to teach them, there has been substantial strides toward bettering schools for all students. There are set ways to recognize those with special needs or those who are gifted, figure out in which way they can best be set up to learn, show educators new ways of teaching and countless other additions to solidify the quality of special education today. The rights of these students to learn and excel regardless of disability are additionally protected by laws and

Before there were any actual standards of any types, at times students with special needs were in normal schools, frequently they were either at home or could end up in asylums based on their mental capacity. Since mental disabilities were not as prominently diagnosed before approximately the 1960s, there weren’t really verifiable ways to recognize certain disabilities. At a given point in time, there was even a law claiming those with mental disabilities as incapable of thinking for their actions. Between committing crimes or even attempting to make decisions for themselves when referring to treatment options. In a research piece conducted by 5 different scientists looking into the prevalence of mental capacity in deciding treatment options in hospitals. It was found that of the 338 people that data was obtained from, “an estimated 60% lacked mental capacity to make decisions on treatment”

In the piece from Ruban and Reis, they explore the idea “that aptitude or IQ scores are not synonymous with giftedness” (2005 p116). Looking at ways that students are able rather than disabled can open opportunities for success in their future of education, and break through the typical stigma that those requiring special needs can’t be exceptional at other aspects of education. Rather than categorizing students based on their IQ score, this piece shows readers that there’s more to the student than just one test and they may have more to offer than perceived in their IQ assessment. A problem that has been noticed with this way of identification is the simple fact that the assessment is entirely based on what the teacher sees as their strong suits and low points, but another teacher may see something different. Unfortunately, “students who are academically talented and gifted and also have learning disabilities are at risk of underidentification or exclusion from both programs for students with learning disabilities and programs for gifted and talented students” (Ruban and Reis, 2005 p 120). In cases of improper identification of students or false classification, there was a guide for identifying students to in a way safe guard that they are being assessed as accurately as possible. In