Education the Whole Child: A Brief Review of Literature

In spite of the slight differences in their foci with Nieto focusing primarily on students from minority backgrounds and Shapiro on individuals with disabilities, both authors argued that schools and educators have marginalized students who are incompatible with the profile of the typical student to the periphery. Through various forms of discrimination that are manifested in unequal funding, segregation, cultural biases in the curriculum and the lack of teachers of colo

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hallenging as learning a foreign language, due to the differences in grammatical structures. Essentially, the schools and the educators are unwilling to provide the type of education that will best cater to the individualized needs of the students. Apart from deaf students, autistic students are also deprived of the opportunities to receive education that are provided to non-disabled education, even though they have been demonstrated to be successful in inclusive settings with the appropriate aids (Shapiro 174). In a program designed by Syracuse University, autistic children attend a wide variety of their classes with their non-disabled peers. With the help of teacher's aides and various types of tools to facilitate communication, these autistic students have been able to excel in this supportive environment that are responsive to their needs. Where the students had been held back in typical academic settings, they have been able to thrive in such an environment (Shapiro 170-2). Both Nieto and Shapiro presented compelling arguments that offer an alternative perspective on the underachievement of students in the U.S. Instead of focusing on the deficits of students such as their limited English proficiency or their
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Approximate Pages = 9 (250 words per page)

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