One philosophical belief in the Criterion of the Least Dangerous Assumption (Donellan, 1984; Jorgenson, 2005) is that we cannot presume inability based solely on disability

One philosophical belief in the Criterion of the Least Dangerous Assumption (Donellan, 1984; Jorgenson, 2005) is that we cannot presume inability based solely on disability

One philosophical belief in the Criterion of the Least Dangerous Assumption (Donellan, 1984; Jorgenson, 2005) is that we cannot presume inability based solely on disability, type, impact of degree, and lack of opportunity of experience. With this belief and as guided by IDEA requirements, every student is eligible for Special Education services, regardless of the significance of impact, is provided with the evidenced opportunity to access and learn in the grade-age appropriate general education curriculum with same-age peers. As identified in IDEA-I and NCLB, and now referred to as ESEA Blueprint (2010), students eligible for Special Education services are required to be provided with an educational experience as similar as possible to their same-age, typically developing peers.
In a three to four page essay, address the following concepts related to your philosophy regarding high expectations, equity, and social justice in the education of students with disabilities:
Using Person-First Language;
Considering possible assumptions regarding parental expectations and experiences. For example, how parents’ own school experiences might influence their attitudes about interacting with their child’s teachers;
Identifying what students with disabilities need to learn;
Discussing how your cultural experiences and biases influence the way you might serve students with disabilities; and
Identifying one cultural issue that you feel you need to change in yourself in order to be a more culturally responsible teacher.
APA six edition