Children With Severe To Profound Disabilities

1574 words - 6 pages

In each county in the state of Hawaii holds different services for children with severe to profound disabilities. The services however focus more on what they can do for these children, rather than how these services could support a higher quality of life for children with severe to profound disabilities. To provide a higher quality of life for these children, one should look at how the different numbers of children could mean different services, why duplication of services for these children are not available in each county, and why there are only one of a kind service.
According to McMaster University, “quality of life is the combination of objectively and subjectively indicated well-being in multiple domains of life considered salient in one's culture and time, while adhering to universal standards of human rights”. But how can these be true when the services provided for these people depends on the number of children that are in that area, meaning that certain services are only available for a certain amount of children. For example if there are only ten students who are designated as severe to profound children it means that only certain services are provided for them because the numbers are too small to receive the full capacity of services they may need. In doing this, the children are deprived of the education and the right services they needed to support a higher quality of life. In the IDEA Student Eligibility Category – Aggregate Report shows that there is more than one special child in each selected island. This means that the services needed for these children should not focus on numbers alone because some islands will have less children with severe to profound disability because of its location, but this should not mean that certain island should receive less of the services provided because that island may contain children who need more services than those of the other islands. Services that are provided for these children should depend on the child’s needs rather than the numbers in one classroom or islands.
Furthermore, to provide a higher quality of life for these children one should focus on how the different numbers of children could mean different services. In the text book Teaching Students with Severe Disabilities, “…called for persons with cognitive disabilities to have opportunities to experience life on normal ways and to be instructed to do as normal as possible (qtd Nirje, 1969; Wolfensberger, 1972).” Nirje and Wolfensberger’s philosophy in providing a higher quality of life is to give these people the chance to live a normal life as much as possible. This however cannot be possible when the services provided for these people depend on number of children in an area or classroom. What people need to realized is that services should not be limited on numbers presented, rather it should focus more on what a child with severe to profound disabilities needs, only then one could say that they have provided the support...

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