John Dewey’s Response to Zuriff
Zuriff is one of the scholars in behavioral science who fostered on the topic of learning disabilities (LD). He comments that discrepancy in reading abilities and IQ tests are the only methods that can be used to differentiate LD children from slow learners. In his work The Myths of Learning Disabilities, Zuriff argues that the applied method of determining learning disabilities in children has become illogical since many of the slow learners are left behind. To eliminate the inequity and abuse of privileges in the resulting situations, Zuriff suggests that a system of education where individual needs of each child are met should be committed (Dewey, 2013).
In his response, Dewey would argue that the slow learners …show more content…
She explains that education equality is the key element that develops political communities. She also stresses the necessity of balance in the teaching among the disabled because several inequalities are likely to be justified when an inclusive system and special funding is initiated. She adds that a specified metric should be used to assess the inequalities of the society so as a unified choice of competences can be utilized. Terzi argues that education is a tool that provides freedom to people thus required to be given on an equality basis. To her, disabilities are termed by societal and situational elements thus providing specialized education needs to the disabled is a basis of fetching vertical social inequalities (Terzi, 2014, pp. …show more content…
He also adds that political communities develop under the strains of external ambitions initiated in the early development stages of children which in most cases emanates from education injustice. Dewey comments that parents are held captive to advocate full rights to their children by the complexity of the societal principles which in the end shape these children with these negative traits. To him, teachers are only agents and not masters in directing tasks to the children and that these children have their rights and should be left alone to govern their conduct (Gutmann & Ben‐Porath,
Zuriff is one of the scholars in behavioral science who fostered on the topic of learning disabilities (LD). He comments that discrepancy in reading abilities and IQ tests are the only methods that can be used to differentiate LD children from slow learners. In his work The Myths of Learning Disabilities, Zuriff argues that the applied method of determining learning disabilities in children has become illogical since many of the slow learners are left behind. To eliminate the inequity and abuse of privileges in the resulting situations, Zuriff suggests that a system of education where individual needs of each child are met should be committed (Dewey, 2013).
In his response, Dewey would argue that the slow learners …show more content…
She explains that education equality is the key element that develops political communities. She also stresses the necessity of balance in the teaching among the disabled because several inequalities are likely to be justified when an inclusive system and special funding is initiated. She adds that a specified metric should be used to assess the inequalities of the society so as a unified choice of competences can be utilized. Terzi argues that education is a tool that provides freedom to people thus required to be given on an equality basis. To her, disabilities are termed by societal and situational elements thus providing specialized education needs to the disabled is a basis of fetching vertical social inequalities (Terzi, 2014, pp. …show more content…
He also adds that political communities develop under the strains of external ambitions initiated in the early development stages of children which in most cases emanates from education injustice. Dewey comments that parents are held captive to advocate full rights to their children by the complexity of the societal principles which in the end shape these children with these negative traits. To him, teachers are only agents and not masters in directing tasks to the children and that these children have their rights and should be left alone to govern their conduct (Gutmann & Ben‐Porath,