Disability and Ethnicity/Ethnic Legacies (Essay Plan)

Introduction:

Unity Secondary School, an urban fringe school in Nigeria, is studied in this article. Unity High School is a school that has been around for a long time and is a source of education for students right within the local community. The school infrastructure has traditional buildings and classrooms, as well as a school structure that reflects the cultural identity and heritage of the local community.

Part One: School Background

It is against this background that Unity Secondary School operates in the Nigerian education system, which comprises a wide variety of public and private schools. The school is placed at the periphery of an urban area in the heart of this non-urban and rural realm, making it a unique place for grasping knowledge (Snyder et al., 2022). The school’s faculty is a melting pot of ethnic groups and cultures representing different worldwide regions.

Part Two: Disability Inequalities 

Our essay will explore how Unity Secondary School causes ableism and disability discrimination. It will come down to the theoretical principles of ableism and the discrimination against disabled persons (Guerrero et al., 2018). Referencing relevant studies, lectures, and discussions will expose difficulties the students with disabilities face in school that later result in reduced academic growth, and they can’t adapt to their existing social status within the school yet.

Part Three: Ethnic Inequalities

Situating itself in the setup of ethnic inequalities, Unity Secondary School exercises the discrimination measures that oppress the students of minority ethnic groups. Using frameworks and empirical studies, my essay will focus on how students who are not from the dominant culture face unequal treatment compared with the children from the dominant ethnic group, leading to a problematic pattern seen in their education and well-being (Winkler and Satterthwaite, 2018).

Part Four: Recommendations for Change

First, Unity Secondary School can deploy changes in the curriculum structure to address the gaps in disability and ethnicity. For example, hiring policies can be improved by being non-biased and creating opportunities for teachers of different ethnic groups; teaching methods may be reformed to be relevant for other cultures; curricula may be reworked to provide more information on various perspectives; and exam methods may need to be revised to be fair to all students (Graham, 2018). Further references to the relevant press and lecture points will be made to add universally applicable solutions.

Part Five: Personal Reflections

In my reflection using the Gibbs model on students of color’s legacies and ethnicity, I have achieved many things regarding educational disparity. Now, I am aware that there are many reasons for this problem, including, but not limited to, the limited amount of funds in specific communities, the biased behavior of educators towards some students, and the cultural influences that students carry. Education is a fundamental right for every child, so my role as an educator is to contribute systematically to a more equal and inclusive classroom. In the future, I envision sharpening my attentiveness to bias and being a positive element in the field of learning by giving thorough consideration to the students’ backgrounds and being active about it. Also, I will put a force on the development of assessment systems that will not discriminate against academic performance on any racial, tribal, or individual basis. These points are similar to those parts of this assignment, which relate to cultural competency and creating an inviting and accommodating learning environment for each kid.

Conclusion 

Generally, the article will include a detailed account of how Unity Secondary School proposes imparity concerning disability and ethnicity, which is a conclusion for one to provide a course of action that will result in changes and reflect on the advancement of equity in teaching practice in the Nigerian context. This report will be supported by leveraging relevant literature and instructive lectures.

References 

Graham, S. (2018). Race/ethnicity and social adjustment of adolescents: how (not if) school diversity matters. Educational Psychologist, 53(2), pp. 64–77.

Guerrero, S., López-Cortés, A., Indacochea, A., García-Cárdenas, J.M., Zambrano, A.K., Cabrera-Andrade, A., Guevara-Ramírez, P., González, D.A., Leone, P.E., and Paz-y-Miño, C., 2018. Analysis of racial and ethnic representation in select basic and applied cancer research studies—scientific reports, 8(1), p. 13978.

Snyder, S.L., Brueggemann, B.J., and Garland-Thomson, R. eds., 2022, November. Disability Studies: Enabling the Humanities—Modern Language Association.

Winkler, I.T., and Satterthwaite, M.L., 2018. Leaving no one behind? Persistent inequalities in the SDGs. In The Sustainable Development Goals and Human Rights (pp. 51–75),. Routledge.