Analysis of how & why I formed my view about one issue to do with Essay

Analysis of how & why I formed my view about one issue to do with equality - Essay Example Although there are provisions that would benefit learners with disability, the move for equality in education did not quite reach the expectations of the disabled people and their families especially in the equal distribution of quality education, specifically on adjusted treatment of teachers and peer acceptance and government assistance. Prevalence of Disabled People in Education in the United Kingdom Quality education remains to be one of the existing challenges for learners with special needs. Chapter 3 of the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) monitoring paper explores the international perspective of the problem and contends that present educational systems failed to address the needs of the marginalized, especially for the disabled, of quality education (UNESCO, 2010). In the United Kingdom, the Department for Education initiated the SEN or the Special Education Needs to meet a diverse population of disabled people. Between the y ears 2005 and 2006, the population of learners with disability rose considerably, where a 6% raise was recorded by the Office for Disability Issues. Although the record is already relatively high, this is not enough to conclude that discrimination among these people does not exist. As what Barnes (1991, p. 28) argues, discrimination against the disabled people is a fact in the present educational system. Discrimination against Disabled People in Education A common thought persists that education is supposed to be an area in which people can be equal regardless of their status, gender, or abilities, that individuals have the right to achieve educational success; however, this might just be the contrary to what the real scenario suggests. Discrimination, especially for the disabled individuals is prevalent at any educational levels despite the laws forbidding it. Tracing the history of education in the United Kingdom, it is clear that the disabled population were the least of the conc erns of the government. In the book by Barnes (1991, p. 29), it is stated that the Education Act of 1944 upheld â€Å"equality of education† for all its citizens but â€Å"the idea of equality, however, did not extend to children with impairments.† The idea brings the thought that mainstream education was at the time an absolute standard. The ‘equality for all in education’ scheme called for segregation of disabled and ‘subnormal’ learners from the normal learning class. Fortunately, the Education Act of 1981 provided broader opportunities for children with special needs. Not only that the provision guided the disabled people for better and broader educational opportunities but also emphasized the roles of some professions, directly or indirectly helping special children (Barnes, 1991, p. 34). Through inclusion system, the disabled individual is provided an opportunity to be involved in the mainstream classroom. Educational inclusion is an â⠂¬Å"action to remove barriers to participation in learning† (Anon., n.d.), which follows that learners with impairments are actually included in the standard classrooms. This would provide them the chance to interact with ‘normal’ learners, and serve as a practice for future involvement in the workforce. This may be a sound goal for the Department for Education but Abrams (2004) did not believe that

The Veil and Muslim Womens Behavior Research Paper

The Veil and Muslim Womens Behavior - Research Paper Example The way Muslim women dress is strongly influenced by religious rules. The fundamental principle can be found in the Quran, which prescribes dress requirements for both men and women. This is important because the Islamic text functions as the code of ethics of Islamic societies and that it, certainly, is the basis of the norms by which Muslims live by. Therefore, while the text merely advises, they were closely followed across the Islamic world. Sura 24, 31-32, specifically prescribes the use of adornments for women. To quote:They shall not reveal any parts of their bodies, except that which necessary. They shall cover their chests, and shall not relax this code in the presence of their husbands, their fathers, the fathers of their husbands, their sons, their brothers, the sons of their brothers, other women, the male servants or employees whose sexual drive has been nullified, or the children who have not reached puberty (Sura 24:31).The above text has different interpretations from different Islamic communities. However, it set the standards by which women dress themselves by explicitly stating the rationale behind the rule. This is the reason why women in Muslim countries wore the veil. This piece of clothing depicts all that this paper is interested about. Its usage is typified by several cultural connotations that is why it influences the way women behave and act.The veil or hijab is the answer to the requirement of covering women’s body up to an acceptable degree.... This piece of clothing depicts all that this paper is interested about. Its usage is typified by several cultural connotations that is why it influences the way women behave and act. The Veil The veil or hijab is the answer to the requirement of covering women’s body up to an acceptable degree. This latter element to the rule gave Sura 24: 31 slightly different interpretations across the Muslim world, which resulted to the variations in how the veil is worn. But the fact remains that the veil became a cultural tool to depict and enforce what is considered ideal behavior in women. Numerous scholars have explained this theme and one may be sure that several interpretations were also posited. Gabriel cited some of the most important of these. He cited to important schools. The first is the Islamic perspective wherein women are being protected and supposedly â€Å"liberated† because the veil allows them to determine and be reminded of the importance of certain ideal behavio r such as piety, honor, modesty and the concept of guarding morality (4). This is the ideal principle as espoused by the core Islamic belief system on women. Many Islamic women choose to wear the veil on their own accord. In a survey, for example, it was found that 9 out of 10 women in all age groups in Egypt, Indonesia, Malaysia and Pakistan approved of the Islamic dress code norm (Hassan 191). The other school explains that the veil became a tool for Islamic communities to isolate women and restrict them from participating in the public sphere. Both of these schools have valid arguments, but what is significant is the way they both highlight how the veil can impact behavior through the sheer symbolisms and norms it represents. Taking the view of the Islamic scholars, the veil