100 Major Works of Modern Creative Nonfiction

100 Major Works of Modern Creative Nonfiction Essays, memoirs, autobiographies, biographies, travel writing, history, cultural studies, nature writing- all of these fit under the broad heading of creative nonfiction, and all are represented in this list of 100 major works of creative nonfiction published by British and American writers over the past 90 years or so. Theyre arranged alphabetically by author last name. Recommended Creative Nonfiction Edward Abbey, Desert Solitaire: A Season in the Wilderness (1968)James Agee, Let Us Now Praise Famous Men (1941)Martin Amis, Experience (1995)Maya Angelou, I Know Why the Caged Bird Sings (1970)Russell Baker, Growing Up (1982)James Baldwin, Notes of a Native Son (1963)Julian Barnes, Nothing to Be Frightened Of (2008)Alan Bennett, Untold Stories (2005)Wendell Berry, Recollected Essays (1981)Bill Bryson, Notes From a Small Island (1995)Anthony Burgess, Little Wilson and Big God: Being the First Part of the Confessions of Anthony Burgess (1987)Joseph Campbell, The Hero With a Thousand Faces (1949)Truman Capote, In Cold Blood (1965)Rachel Carson, Silent Spring (1962)Pat Conroy, The Water Is Wide (1972)Harry Crews, A Childhood: The Biography of a Place (1978)Joan Didion, We Tell Ourselves Stories in Order to Live: Collected Nonfiction (2006)Joan Didion, The Year of Magical Thinking (2005)Annie Dillard, An American Childhood (1987)Annie Dillard, Pilgrim at Tinker Creek (1974) Barbara Ehrenreich, Nickel and Dimed: On (Not) Getting By in America (2001)Gretel Ehrlich, The Solace of Open Spaces (1986)Loren Eiseley, The Immense Journey: An Imaginative Naturalist Explores the Mysteries of Man and Nature (1957)Ralph Ellison, Shadow and Act (1964)Nora Ephron, Crazy Salad: Some Things About Women (1975)Joseph Epstein, Snobbery: The American Version (2002)Richard P. Feynman, The Feynman Lectures on Physics (1964)Shelby Foote, The Civil War: A Narrative (1974)Ian Frazier, Great Plains (1989)Paul Fussell, The Great War and Modern Memory (1975)Stephen Jay Gould, Ever Since Darwin: Reflections in Natural History (1977)Robert Graves, Good-Bye to All That (1929)Alex Haley, The Autobiography of Malcolm X (1965)Pete Hamill, A Drinking Life: A Memoir (1994)Ernest Hemingway, A Moveable Feast (1964)Michael Herr, Dispatches (1977)John Hersey, Hiroshima (1946)Laura Hillenbrand, Unbroken: A World War II Story of Survival, Resilience, and Redemption (2010) Edward Hoagland, The Edward Hoagland Reader (1979)Eric Hoffer, The True Believer: Thoughts on the Nature of Mass Movements (1951)Richard Hofstadter, Anti-Intellectualism in American Life (1963)Jeanne Wakatsuki Houston and James D. Houston, Farewell to Manzanar (1973)Langston Hughes, The Big Sea (1940)Zora Neale Hurston, Dust Tracks on a Road (1942)Aldous Huxley, Collected Essays (1958)Clive James, Reliable Essays: The Best of Clive James (2001)Alfred Kazin, A Walker in the City (1951)Tracy Kidder, House (1985)Maxine Hong Kingston, The Woman Warrior: Memoirs of a Childhood Among Ghosts (1989)Thomas Kuhn, The Structure of Scientific Revolutions (1962)William Least Heat-Moon, Blue Highways: A Journey Into America (1982)Bernard Levin, Enthusiasms (1983)Barry Lopez, Arctic Dreams: Imagination and Desire in a Northern Landscape (1986)David McCullough, Truman (1992)Dwight Macdonald, Against The American Grain: Essays on the Effects of Mass Culture (1962)John McPhee, Coming Into the Country (1977) Rosemary Mahoney, Whoredom in Kimmage: The Private Lives of Irish Women (1993)Norman Mailer, The Armies of the Night (1968)Peter Matthiessen, The Snow Leopard (1979)H.L. Mencken, A Mencken Chrestomathy: His Own Selection of His Choicest Writing (1949)Joseph Mitchell, Up in the Old Hotel and Other Stories (1992)Jessica Mitford, The American Way of Death (1963)N. Scott Momaday, Names (1977)Lewis Mumford, The City in History: Its Origins, Its Transformations, and Its Prospects (1961)Vladimir Nabokov, Speak, Memory: An Autobiography Revisited (1967)P.J. ORourke, Parliament of Whores (1991)Susan Orlean, My Kind of Place: Travel Stories from a Woman Whos Been Everywhere (2004)George Orwell, Down and Out in Paris and London (1933)George Orwell, Essays (2002)Cynthia Ozick, Metaphor and Memory (1989)Robert Pirsig, Zen and the Art of Motorcycle Maintenance (1975)Richard Rodriguez, Hunger of Memory (1982)Lillian Ross, Picture (1952)David Sedaris, Me Talk Pretty One Day (2000) Richard Selzer, Taking the World in for Repairs (1986)Zadie Smith, Changing My Mind: Occasional Essays (2009)Susan Sontag, Against Interpretation and Other Essays (1966)John Steinbeck, Travels with Charley (1962)Studs Terkel, Hard Times: An Oral History of the Great Depression (1970)Lewis Thomas, The Lives of a Cell (1974)E.P. Thompson, The Making of the English Working Class (1963; rev. 1968)Hunter S. Thompson, Fear and Loathing in Las Vegas: A Savage Journey to the Heart of the American Dream (1971)James Thurber, My Life and Hard Times (1933)Lionel Trilling, The Liberal Imagination: Essays on Literature and Society (1950)Barbara Tuchman, The Guns of August (1962)John Updike, Self-Consciousness (1989)Gore Vidal, United States: Essays 1952–1992 (1993)Sarah Vowell, The Wordy Shipmates (2008)Alice Walker, In Search of Our Mothers Gardens: Womanist Prose (1983)David Foster Wallace, A Supposedly Fun Thing Ill Never Do Again: Essays and Arguments (1997)James D. Watson, The Double H elix (1968) Eudora Welty, One Writers Beginnings (1984)E.B. White, Essays of E.B. White (1977)E.B. White, One Mans Meat (1944)Isabel Wilkerson, The Warmth of Other Suns: The Epic Story of Americas Great Migration (2010)Tom Wolfe, The Electric Kool-Aid Acid Test (1968)Tom Wolfe, The Right Stuff (1979)Tobias Wolff, This Boys Life: A Memoir (1989)Virginia Woolf, A Room of Ones Own (1929)Richard Wright, Black Boy (1945)

Character study of Rosalind from As You Like It Essay Example for Free

Character study of Rosalind from As You Like It Essay Rosalind, throughout William Shakespeare’s As You Like It, uses her ability to control language to attain her goals. Using creative speech, Rosalind enables herself to control and manipulate every situation that she is involved with, especially those concerning Orlando and Phoebe. Rosalind dominates many scenes in As You Like It and, ultimately, everything that Rosalind wants to occur does. She even changes her identity to do so. By using ingenious language, Rosalind facilitates the accomplishment of all of her objectives throughout the play. The first situation in which Rosalind displays her dominance in language is in the Forest of Ardenne, disguised as Ganymede, a male. She, knowing that Orlando is yearning for her love, comments on his obvious unrequited love, saying, â€Å"Then there is no true lover in the forest; else sighing every minute and groaning every hour would detect the lazy for of time as well as a clock.† (111) By implying that Orlando’s love is not true love, she immediately inspires Orlando to prove her wrong. Orlando, becoming a little suspicious, inquires why her accent is not rough as a result of her living in the secluded forest her entire life. She retorts almost immediately with an elaborate story in which she states, â€Å"But indeed and old religious uncle of mine taught me to speak, who was in his youth an inland man, one that knew courtship too well, for there he fell in love. I have heard him read many lectures against it.† Although a lie, Rosalind uses this sly and dece ptive speech to give herself the excuse to sound educated and the ability to discuss love. Rosalind sets up this situation from the beginning, enabling herself to discreetly mention true love in order to get Orlando’s full attention. Rosalind goes on to obtain Orlando’s undivided attention by saying, â€Å"There is a man that haunts the forest that abuses our young plants with carving ‘Rosalind’ on their barks, hands odes upon hjawthrons and elegies on brambles, all, forsooth, the name of Rosalind. If I could meet that fancy-monger, I would give him some good counsel, for he seems to have the quotidian of love upon him.† (113). Rosalind proclaims herself as an expert of love in order to give herself an excuse to meet with Orlando and help him cope with his situation She knows Orlando will surely agree to meet with her to discuss his love. He says that he is truly in love, but Rosalind states that â€Å"there is none of my uncle’s marks upon you. He taught me how to know a man in love.† Orlando retorts, â€Å"I would I could make thee believe I love.† By implying that Orlando may not even be in love at all, and promoting herself as an expert, she is enabling herself to â€Å"counsel† Orlando. She leads Orlando to want to prove he is in love with Rosalind. The major fact that she is interested in is observing how deeply Orlando is in love with her and how desperate he is to be with her. By leading Orlando on to believe that she is an expert when it comes to matters that concern true love, Rosalind allows herself to find out what Orlando is thinking about her from a third person, and unbiased, perspective. Rosalind also creatively uses language to manipulate situations that contain Phoebe, Silvius, and her own disguised character, Ganymede. Although Silvius deeply loves Phoebe, she continues to reject his brutally. However, Ganymede gets involved to defend Silvius, saying to Phoebe, â€Å"Who might be your mother, that you insult, exult and all at once over the wretched? What though you have no beauty-as, by my faith, I see no more in you than without candle may go dark to bed-must you be therefore proud and pitiless?† (131). Ganymede goes onto criticizes Phoebe even more by saying, â€Å"‘Tis not your inky brows, you black silk hair, your bugle eyeballs, nor your cheek of cream that can entame my spirits to your worship.† However, instead of getting Phoebe to realize she should appreciate Silvius’ love, Ganymede unintentionally obtains Phoebe’s love. Phoebe states to Ganymede, â€Å"Sweet youthm I pray you chide a year together. I had rather hear you chide than this man [Silvius] woo.† 133. Phoebe becomes attracted to Ganymede not realizing that Ganymede is really Rosalind, a woman. Rosalind, realizing this, continues to insult and criticizes Phoebe. She knows that she can eventually trick Phoebe into loving Silvius. Seeing an opportunity, Ganymede continues to insult Phoebe in order to continue to attain her love. Also, Rosalind sees that Silvius’ love for Phoebe is deep and true, despite that Phoebe rejects and ignores him. She sees the opportunity to manipulate Phoebe into loving Silvuis. As a result, she continues to lead Phoebe on, preparing for the time in which she ahs the chance cajole her to love Silvius. Rosalind uses her creative language one final time in dealing with the weddings. She is able, through the use of witty language, to arrange each marriage, and those who are involved, to her liking. Orlando reveals to Ganymede that he â€Å"can no longer love by thinking,† and now, more than ever, needs to be with Rosalind. Ganymede then responds by saying, â€Å"I have since I was three year old, conversed with a magician most profound in his art and yet not damnable. If you do love Rosalind so near the heart as your gesture cries out, when your brother marries Aliena shall you marry her† By assuring Orlando that Rosalind would marry him the next day, Ganymede then proceeds with the second part of her plan. She realizes that Phoebe has an attraction towards her as Ganymede She uses this fact to persuade Phoebe to marry her, with one stipulation. If Phoebe for some reason decides that she does not want to marry Ganymede, Phoebe would then be obligated to marry Silvius. Ganymede obtains Phoebe’s agreement on their marriage, stating, â€Å"If you do refuse to marry me, You’ll give yourself to this most faithful shepherd [Silvius].† Ganymede goes on to state: [To Silvius] I will help you if I can. [To Phoebe] I would love you if I could-Tomorrow meet me all together. I will marry you if I ever marry a woman, and I’ll be married tomorrow. [To Orlando] I will satify you and you shall be married tomorrow. Eventually, Ganymede reveals herself as Rosalind, and, accompanied by Hymen, prepares to marry Orlando. Aliena reveals herself to be Celia and weds Oliver. Phoebe, realzing that her lover, Ganymede, is really a female, then agrees to wed Silvius as a part of he pact with Rosalind. Character study of Rosalind from As You Like It. (2017, Aug 01). -like-it-essay We will write a custom sample essay on Character study of Rosalind from As You Like It specifically for you

Risk and vulnerability Article Example | Topics and Well Written Essays - 250 words

Risk and vulnerability - Article Example At any rate, I try to change my passwords frequently, at least once a month. I try to use a unique password (a combination of numbers and letters, both uppercase and lowercase letters). It makes access difficult but not impossible against a determined hacker. I also keep duplicate files in separate storage just in case data is corrupted or infected with a virus. Buying the branded anti-virus software is also a good step towards protection (Gutwirth, 2009). If the data were compromised, I will try to retrieve my duplicate files stored somewhere else and avoid the same mistakes. 2. Assessing current vulnerabilities – any digital file or data is always subjected to risks no matter what one does to protect it. The best one can do is to mitigate or minimize these risks by doing some simple things like always backing up important data (to another on-line account or storing it in another device), changing my passwords often, being alert to possible intrusions, buying the latest updated data protection software, and always logging out properly whenever I use any of my digital computer accounts. Additionally, I take good care of my hardware devices such as not spilling liquids on them, shutting them down properly after each session, and try not using these devices for long periods to avoid over-heating. It is helpful to be alert to any phising attempts like MITM (or man-in-the-middle impersonators) and be security conscious

Healthcare and the Quality of Human Life Research Proposal

Healthcare and the Quality of Human Life - Research Proposal Example The establishments offer essential health care services to their valued clientele most of whom subscribe for family health maintenance and therefore pay periodical visits to the facilities. In urgent cases, the facilities customize emergency response services some of which may include the practitioners rushing to the premises of their clients or the clients rushed to the facilities where they receive effective customized and urgent services. In severe cases when the patients are under acute attacks, they are admitted into the boarding facilities where they are adequately diagnosed, treated and discharged only upon full recovery (Rouse & Cortese, 2010). Such centers are not common in the society today but social homes that take care of the elderly and weak in society operate in a similar manner. However, these centers purely busy themselves with the provision of healthcare services and not the provision of social security. Unlike in the social homes, their clients pay for their servic es they, therefore, do not discriminate on patients based on their age as is the case in the social homes. Patient-centered homes operate in a manner similar to homes for the old in that patients subscribe to their service after which the centers offer customized services based on the unique requirements of the client. The centers are fully-fledged facilities incorporating boarding facilities, the centers, therefore, offer both in and outpatient services for their clients. The main difference between these homes and the normal hospital is that the homes track their clients over a period depending on the specifications of the clients. More often, they offer services similar to those offered by family doctors only that unlike family doctors, they have fully equipped facilities capable handling any medical, furthermore, at the centers a patient id attended to by a variety of doctors depending on the level of his medical complications.

Pros and Cons of Globalization and Localization Essay -- Globalization

Growing up in the United States, we have been lucky enough to have been blessed with a stable economy. There has always been the extreme feeling of complacency and stability that comes with being a very large, internationally respected country. Strangely enough, America does not only reap the benefits of globalization, but it also basks in the glory of localization. We have, as a country, experienced much success both internationally and domestically. For example, without our international businesses booming the way they are, our country would suffer from a great economical loss. "One third of the growth of our economy comes from exports." (The New York Times, 9/15/98) On the other hand, localization brings the citizens a great sense of nationalism. It feels good to see something with a made in America tag on it, and it also feels great to know that we are not totally dependent on other countries. On more of an international level, "there is no question that freer capital flows have brought tremendous benefits to the global economy, as well as perils. Some places, like Hong Kong, have opened themselves to capital flows without restriction and are examples of the prosperity that free movements of capital can reap." (The New York Times, 9/20/98) On the other hand, the Malaysian economy, so far, has witnessed some short-term success with a localized view on their economy. Malaysia bans "most investments from being taken out of the country within the first year." (The New York Times, 9/20/98) Many countries are planning to try to follow in their footsteps. There are so many pros and cons, or costs and benefits, of both globalization and localization. For the United States, being a largely international economic country, "trading... ...with those changes are the adaptations that each country and each citizen of each country must go through. Whether or not the government chooses to act globally or domestically, there needs to be a conscience effort to make the best of what is offered. From each of these economic views, there are fundamental gains and fundamental losses. Neither is a more correct way. It is just what works for a country on a whole. There are all different levels of economic complexity that goes along with these two schools of thought. One has to do with the citizens, another with the government, and another with the world. The best thing for a country to do is to give up as little as it can while its political systems and economy conform to what it wants. To do so, one must weigh the costs and benefits of each, choosing what will be the best in the present and in the future.

Chimney Sweeper Essay

A great writer, or poet, will make their readers feel as if they are a part of their story. The reader will feel happy when the character is happy, or sad when the character is sad. This is achieved by various rhetorical strategies that writers use. Some of these strategies include imagery and word diction. Sometimes it is one sentence that really gets to the reader. Other times it is simply one word that can make the reader feel anything from warm to sad. In William Blake’s poem, â€Å"The Chimney Sweeper,† from Songs of Innocence, there is an important transition in which the reader’s sense of emotions change from negative feelings of darkness, death, and misery to positive emotions of happiness, hope, and salvation. This transition in emotions reflects the child’s innocence and oblivion to his victimization whereas in the same poem from Songs of Experience the child is aware that he is the victim and therefore only reveals feelings of bitterness and sarcasm. This contrast is important to my understanding of the Innocence poem because it reveals a softer and more innocent perspective than the poem of Experience does. In the first half of the poem Blake uses word diction that gives off negative connotations in order to illustrate the horrible conditions the young chimneysweepers live in. The chimneysweeper says, â€Å"And my father sold me while yet my tongue/Could scarcely cry † ‘weep! ‘weep! ‘weep! ‘weep! ’† (2-3). Not only does the word â€Å"weep† clearly give off a sense of sadness and depression, but the fact that it is repeated four times puts an emphasis on the sadness that the chimneysweeper feels. The quote implies that the father sold his child at a very young age. As a result, the child was still too young to weep and therefore could not refuse to be sold. Another quote says, â€Å"So your chimneys I sweep & in soot I sleep† (4). When one hears the word â€Å"sweep†, they are imagining dirt and filth being lifted off the ground. Moreover, the phrase â€Å"in soot I sleep†, if one imagines it in a literal sense, shows that the child is literally sleeping in soot, which is the black debris that the smoke from the chimney creates. As a result, this quote illustrates a dirty and filthy setting that these chimneysweepers are forced to live in. A phrase that, without a doubt, gives off a sense of death and hell is â€Å"coffins of black† (12). The chimneysweeper uses this phrase to describe where the other chimneysweepers are locked in Tom’s dream, which is still filthy and almost suffocating. While these quotes and phrases observe and reveal the terrible conditions that these children are living in, the chimneysweeper in the Experience poem reasons why he is living in those conditions by blaming his parents. This comparison makes evident the different perspectives from each poem. Hints of hope are first revealed in the Innocence poem where Blake uses the child’s sarcasm to show that in moments of darkness and unhappiness there is still space for optimism so as not to suffer so much. This is revealed when the chimneysweeper reassures Tom to â€Å"never mind it, for when your head’s bare/You know that the soot cannot spoil your white hair† (7-8). In a way this would make Tom feel hopeful because with a bare head, the soot cannot ruin his hair. But in a metaphorical sense, it implies that darkness (the soot) will not prevail over everything, which gives one hope. What follows this sense of hope is Tom’s description of his dream: And by came an Angel who had a bright key/And he open’d the coffins & set them all free/Then down a green plain leaping, laughing, they run/And wash in a river, and shine in the Sun/Then naked and white, all their bags left behind/They rise upon clouds and sport in the wind. (13-18) This stanza contains numerous amounts of words and phrases that all give a positive connotation of hope, freedom, warmth, and happiness. Words such as â€Å"Angel†, â€Å"bright key†, â€Å"laughing†, â€Å"Sun†, and â€Å"white† give off a feeling that is too good to be true, which explains why it is a dream in the first place. But that hope and happiness is so strong that when Tom awakes, he continues his work happily. This utopian perspective clearly shows the innocence of these children, while the child in the poem of Experience has no sense of hope because he is aware of the reality he is living in. While the children in the Innocence poem use religious words and phrases to give them something to look forward to, the child in the Experience poem condemns religion. Blake shows how religion is used to almost condone the treatment and conditions of these chimneysweepers when he writes, â€Å"And the Angel told Tom, if he’d be a good boy/He’d have God for his father and never want joy† (19-20). This quote implies that obedience and sticking to your duties will bring happiness in the afterlife. The same thing is implied when the chimneysweeper says, â€Å"So if all do their duty they need not fear harm† (24). In other words, as long as these chimneysweepers continue with their gruesome work while refraining from complaints, they will be happy and will be rewarded in the afterlife for their good behavior. This mentality seems to convince the children that it is acceptable live in these horrible conditions because they will be rewarded once they pass. In contrast, the child in the Experience poem does not see the afterlife or God as something or someone to look forward to because he blames God for the position he is in. He mocks God by saying, â€Å"And are gone to praise God and his Priest and King/Who make up a heaven of our misery† (11-12). The child’s parents are praying in the church and believe that they have not caused their child any injury. In this case, it is the parents that are condoning the brutal life of their child. This major difference between the two poems is important because it reveals how differently each child views the situation they are in as chimneysweepers. Blake’s use of word diction and imagery in the poem of Innocence and in the poem of Experience differentiates the two opposing perspectives of each poem. Because the Innocence poem transitions from darkness and hopelessness to freedom and hopefulness, my understanding of this poem is extremely different from the other. It is clear that the chimneysweeper in the Experience poem is aware that he is the victim; therefore, his feelings of sadness and despair block him from seeing any hope. Instead, he blames God and his parents for the life he lives. In contrast, I am given the sense that the chimneysweeper in the Innocence poem is completely oblivious to the fact that he is a victim, and therefore it is easier for him to see the light in the darkest moments; in this sense he is still innocent of any hard feelings towards his father or God.

Children With Disabilities And Special Needs - 1426 Words

One hopes that all schools in the U.S. that have disabled and special needs students do everything they can to ensure that such students are treated in a fair way and granted their right to equal access to education. For years, students with disabilities and special needs were not given the right to education. Many were labeled as incapable or the term â€Å"special† someone who needs particular requirements which is now known as special needs. They were not valued because of their failures and many saw little success in their future. To address such unjust treatment federal laws have been passed to ensure that equality is granted to such students. In 1975, Congress enacted the Individuals with Disabilities Education Act (IDEA). The IDEA act required schools to serve the educational needs of eligible students with disabilities These disabilities include children with: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, health impairment such as ADHD, learning disabilities like dyslexia, speed and language impairment, turmeric brain injury, and visual impairment including blindness. (Lee) The IDEA helped promote children with a range of special needs to get the educational help they deserved. Enacted in 1990 Americans With Disabilities Act (ADA) prohibited discrimination against individuals with disabilities in all areas of public life, including, jobs, schools, transportation,Show MoreRelatedStudents With Special Needs For Children With Disabilities1904 Words   |  8 PagesStudents with special needs have the right to an equal education, including the right to be in a regular classroom. This is beneficial to every child in the classroom as they develop social skills with those who are different from them. Complete inclusion of every child, entails allowing any student to stay in the classroom to learn and participate. There are different approaches to inclus ion in the classroom, some view children with disabilities as hindrances and cannot learn in a class settingRead MoreInclusive Education For Children With Disabilities And Special Educational Needs2478 Words   |  10 PagesPresently, the Education of youngsters and children with disabilities and special educational needs (SEN) is a well-recognized primary objective of policies in several countries (Lindsay, 2007). The policy and legislative trends from previous three to four decades have shown an apparent move from the approval of the orthodoxy of the segregated education of children with SEN. The United States opened new ways of introducing the Education for All Handicapped Children Act in 1975. Which, was consequentlyRead MoreSupport Children and Young People with Disabilities and Special Educational Needs2247 Words   |  9 PagesOutline the legal entitlements of disabled children and young people and those with special educational needs. Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation can change at any time and all health, education and social care practitioners, also Early Years workers, should be alert to new Acts and Regulations. There have been many changes to legislationRead MoreSupport Children and Young People with Disabilities and Special Educational Needs.1846 Words   |  8 PagesChris Gerry Trenance Learning Academy Newquay Unit TDA 2.15 – Support children and young people with disabilities and special educational needs. 1.1 – Outline the legal requirements of disabled children and young people and those with special educational needs. Most schools and academies now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website forRead MoreThe Effects Of Special Needs On Children And Adults With Physical And Mental Disabilities1834 Words   |  8 Pages1.Special Need Individuals Though history children or adults with physical and mental disabilities are vulnerable to physical and verbal abuse and neglection from their parents or guardian, because of the lack of knowledge on what a child is going through. Special needs people face many issues socially because they are perceived as outcasts; because they don’t fit with society norms. Social norms are a set of rules of behaviors that are acceptable to society and if people don’t fit with these normsRead MoreThe Importance Of Special Learning Needs For Children With Disabilities, And Different Processes / Aspects Of Special Education1111 Words   |  5 Pagesfrequently interacts with children with some form of disability. The purpose of this assignment is to gain a deeper understanding of students with disabilities, the individuals who interact with them, and different processes/aspects of special education. Amy Edwards - a special education teacher at McKinley Elementary located in Xenia, Ohio w as interviewed. Ms. Edwards first became interested in special education at a young age. The pastor at her church had a daughter with special needs. Ms. Edwards had theRead MoreThe Importance of Education for Children with Disability Essay1464 Words   |  6 PagesEducation and Disability INTRODUCTION The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, thisRead MoreSpecial Educations History1426 Words   |  6 PagesAll children have the right to an education, regardless of disability. However, children with disabilities have not always had that right provided to them. Research and knowledge-based evidence throughout the last century has greatly changed educators’ opinions and positions on special education. A key point that will be discussed in this essay is the enactment of the Individuals with Disabilities Act (IDEA), as well as current and future challenges of special education. The initial creation andRead MoreDisability As Defined By The Act Person With Disability Act1680 Words   |  7 PagesDefining Disability Disability as defined by the act Person With Disability Act, 1995 covers blindness, low vision, leprosy-cured, hearing impairment, locomotor disability, mental retardation and mental illness as well as multiple disabilities. â€Å"Any lack resulting from impairment of ability to perform an activity in the manner or within the range considered normal for human being†. (World Health Organization, 2001) Autism: â€Å"A condition of uneven skill development primarily affecting the communicationRead MoreThe Impact Of Special Education On Children With Disabilities1366 Words   |  6 PagesIntroduction: Special education services in Russia have improved enormously since the end of the Soviet Communist Regime. Despite the advances in the special education system, people with disabilities still face discrimination. According to the Human Rights Watch (HRW) report, â€Å"Barriers Everywhere,† Russia has approximately 13 million people with disabilities, including 700,000 children and young adults, yet the environment is still not accessible for people with impairments. In the 20th century