The author concentrates specifically on students with physical disabilities due to past experiences with students who lived with a variety of physical disabilities, including individuals with sensory impairments and students with physical conditions that constrain their mobility. The major disabling factor for these individuals is not their physical condition, but instead how they’re stigmatized in the social world, derived from individual reactions to perceived differences between the stigmatized and the “normal,” which becomes far more debilitating than the physical problem. Most disabilities are far less problematic when understood and accepted as a fact of life that people must face at some time. The author explores disabilities in the classroom, focusing on the individualized role of disabled people to participate and educate others about their motivations, capabilities, and needs in the process of getting involved. In public schools, integration of special and regular education provides social and academic benefits all students can use for their lives. Methodology includes an examination of case studies
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