Special Needs Students Analysis of Legal and Ethical Issues Analysis

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SPECIAL NEEDS STUDENTS’ RIGHTS Analysis of Legal and Ethical Issues of Special Needs StudentsThere are special needs of special education children, and the educational institutes, and the parents have to work in collaboration with each other for the delivery of the free and appropriate educational environment to special needs students. The state laws encourage the placement of educational services for this very purpose so that the rights of special needs students are protected in a place where they are studying. This paper aims to identify a legal or ethical rights issue of special needs students and provide recommendations for addressing it. The paper research would conclude by providing a communication plan that can be carried out by the school faculty for building support for social needs’ equity and diversity.Identification of a Legal Issue with Ethical ImplicationsWhen talking about ethical rights in special Education, religion is the first and foremost of all rights. Special children and their parents have an ethical right to receive religious education within the school. Religion provides the basis for life and all the activities taking place. Special needs students are closer to their religion since they are deprived of certain physical or mental abilities. For that, they prefer to remain close to God, who is responsible for giving them health and well-being.The legal one might face in a special education institution is the inclusion of religion of the special needs students and their parents. Individuals with Disabilities Education Improvement Act of 2004 does not emphasize spiritual Education; rather, it focuses more on instructions in the development of behavioral skills, community-based intervention, the involvement of parents, promotion of friendship among disable or normal students, etc. (Ault, 2010). The four goals included in IDEAS’ plans are the participation of special needs students, economic self-efficacy, independent living, and equal opportunity. They have been compared with eight quality-of-life outcomes, which include improvement in the life quality of special needs students and their parents. If this outcome is not perceived under the influence of the type of education these schools provide, which might exclude spiritual Education, then the quality of life would be adversely affected as their equality for diverse needs would not be met.Current Practices and Evaluation of Moral IssueThe selected school for the study of legal and ethical issues showed that religious Education was not much emphasized. Since religion provides the appropriate way of life and an opportunity for human development by following certain rules provided by the respective divine entity whom the students or their parents worship, the school should have included a part of the curriculum which have been dedicated to the special needs’ students religious activities and beliefs.

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The early years of a child’s life are critical ones since this is when the foundations of religious beliefs are to be set, and the developmental impact would remain with him the rest of his life (Abror, Widiyanto & Fadli, 2018). Parents play an integral role in this regard, but when the child is exposed to other environments, such as those in the school, the special needs child would demand special care in this area. It might be because the children come from diverse backgrounds, and the institute thinks that it…

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…admission to consider this school as a priority.Plans to Monitor ImplementationFor monitoring the implementation of the strategies as mentioned earlier, monthly meetings would be held with teachers and other managerial staff of the school. It would be ensured that teachers are aware of their own religious and cultural backgrounds to connect with the religious diversities of the special needs students. The cultural differences of the families and their biasedness towards religions should be noted so that their inclinations towards respective spiritual beliefs could be catered to better. If teachers and staff are more knowledgeable of the cultural and ethical religious approaches, they would address the special needs students’ concerns appropriately. These meetings would bring in ideas from the teachers and staff, who themselves would belong to different backgrounds so that their insights about a certain religion could be incorporated within the school’s strategies for religious inclusion along with ethical and moral principles.Communication PlanAs a school leader, these suggested plans would be communicated with the teachers and staff members during the monthly meetings. The students and families would be sent school notices or emails through which upcoming religious events and students’ inclusion in extracurricular activities would be notified. The school community would be informed via intra-school messages networking. Every working individual of the institutes becomes an active participant in spiritual involvement with the special needs students. The successful implementation would be guaranteed if all the school management, even the stakeholders take an active part in these tactics so that the school is known as a spirited advocate of democracy, equity, and diversity in the educational field and the parents….....

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