Not everyone is given the chance to study. For some who is capable, education is a privilege regardless if an individual is young or old, male or female, capable or disabled. In the case of the disabled individuals, specifically the deaf, his or her parents or guardians need to make a decision if sending their kid to a residential school is beneficial for the child. It is true that when the parents send their chid to a residential school, the love and support of a family is absent from the duration that the child is in the school.
Residential schools may implicate huge expenses to the family, and it is possible that, study says, these children may feel isolated from their family. A study also cited that homesickness is ordinary among deaf children who study in residential schools, and that they look forward to going home to their family during weekend . From my perspective, it is important that the family of a deaf child must give all the love and care that the child needs, but at the same time, provide for whatever they can to support the physical and personal growth of the kid. The physical disability of a deaf child may already imply some limitations on his or her capabilities. The child’s family, on the other hand, must find the way to fill-in the gap of this limitation. Residential schools have numerous advantages too even if it means that the child needs to stay there for a week and go home to his or her family during weekends. Putting deaf kids in a place where the child can see that he or she is not the only one with such condition will not make him or her feel isolated. Furthermore, studying in residential schools will develop the child’s independence and his or her capability to mingle and interact with other students. For deaf children, there are cases of bullying in local schools and never had any chance of making friends. Because of this, some disabled children welcome residential school as this gives them more opportunity to grow and develop their relationship especially with children of the same age.
These schools implement focused programs to develop every aspect of the personality of the deaf child. These programs include wide-ranging health, academic and socialization programs, including dormitory, equipped with the right technology to assist a deaf child . There are variety of extracurricular activities that the child can participate in including sports, clubs and many activities that entail interactions. Within the residential schools, the parents will have all the help that they need to nurture the development of their child. The children get to interact with each other, build relationship and involve in deaf community and culture .
In this regard, the American with Disability Act is a turning point for all disabled individuals and highlights their civil human rights. This act has provided equal access to educational opportunities for the deaf and opened a greater opportunity for them to learn and grow. It has identified several general public accommodations that disabled individual can avail including places of education, recreation, public gathering, exercises, service establishments, use of public transportation, etc. Beyond education, the act has also been beneficial for disabled to render their services and work for private services. It is important that this act cites their protection during interview and hiring portion of obtaining a job as well as being able to continue to work at a job . This act also addresses the employment issues that go along with the personnel of university and college where these schools will provide reasonable adjustment to refrain from practicing employment discrimination on the basis of disability. Institutions should have room for disabled individuals for qualified jobs within the offices and department of these campuses. This act also follows that universities and colleges must provide equal benefits, evaluation and promotion and termination process for persons with disability. Disabled students within a university may also request for academic adjustments to allow them to participate in all postsecondary educational activities and programs .
Abbot, D., Morris, J., & Ward, L. (2001, October 10). Residential Schools and Disabled Children: Decision-Making and Experiences. Retrieved from Josephn Rowntree Foundation: http://www.jrf.org.uk/publications/residential-schools-and-disabled-children-decision-making-and-experiences
Chambers, J. (2004). American with Disabilities Act: What It Does and Doesn't Do. Retrieved from HCV Advocate: http://hcvadvocate.org/hepatitis/hepC/ADA_2004.html
Gilliam, J. (2000). Educating Children Who Are Deaf or Hard of Hearing: Residential Life, ASL and Deaf Culture. Retrieved from ericdigest.org: http://www.ericdigests.org/1998-2/life.htm
Miller, J. (2012, April 24). Education Options for Children that are Deaf or Hard of Hearing. Retrieved from Signing Savvy: http://www.signingsavvy.com/blog/81/Education+Options+for+Children+that+are+Deaf+or+Hard+of+Hearing