Education is the field with several social policies guided by governments and different groups are developed. These policies help to improve the conditions under which people could ask for and get an education. In addition to the existing policies, special paradigms and theories are used to improve the quality of services offered. Therefore, to comprehend the worth of any social policy, it is important to investigate its main issues and consider the theories that could support the development of the chosen policy. The role of theory in practice is impressive indeed because it links the knowledge of the problem with the knowledge of interventions to predict the results of actions offered (Gentle-Genitty, Chen, Karikari, & Barnett, 2014). In this paper, the policy on education for intellectually disabled individuals will be discussed to evaluate its effects and worth for different people.
The Individuals with Disabilities Education Act (IDEA) is a social policy with a long history. Its first introduction occurred in 1975. It was thoroughly developed during the last 40 years. Nowadays, it is one of the most effective policies that help to solve the problems of people with disabilities and provide individuals with disabilities with an opportunity to receive free education using the information stored online or special public archives (Bertot, Jaeger, & Hansen, 2011). This policy promotes the development of individualised education programs, ensures free public education, offers an appropriate evaluation of the conditions, and focuses on the cooperation between parents and teachers to create safe and effective learning opportunities. IDEA also protects the rights of children with disabilities and provides the parents of such children with hope for appropriate education.
During the last 20 years, several amendments were offered to the chosen policy to clarify the evaluation process and underline the importance of technological development. Many cognitive and behavioural theories could be used to support the reforms and changes in this policy. Still, the psychodynamic theory seems to be one of the most effective approaches because it evaluates conscious and unconscious conditions of individuals and their effects on the development of a personality. It could be easily applied to the work with parents of disabled children and direct cooperation with people, who have intellectual disabilities (Bliss & Rasmussen, 2013). The psychodynamic theory investigates the experiences of the population that are defined as at-risk positions, and intellectually disabled individuals are the representatives of such category according to the IDEA.
The reforms of the chosen social policy could create certain social changes. For example, the government may support the creation of more new schools and colleges where individuals with intellectual disabilities could develop their skills, learn how to become a worthwhile part of society, and clarify their contributions. Due to the already existing Americans with Disabilities Act and the Rehabilitation Act (Section 504), individuals with disabilities have already got the opportunity to communicate with the government and protect their rights (Bertot, Jaeger, & Hansen, 2011). Additional reforms and improvements could be offered to the developers of the social policy on education for people with intellectual disabilities.
In general, many social policies are based on the needs of individuals with disabilities. Unfortunately, people may suffer from different illnesses and disabilities without any particular reasons. Therefore, the idea to use the psychodynamic theory is approved because it helps to cover conscious and unconscious conditions of the problems and find the solutions that may help to improve a human life even if it is challenged with certain disabilities.
References
Bertot, J.C., Jaeger, P.T., & Hansen, D. (2011). The impact of polices on government social media usage: Issues, challenges, and recommendations. Government Information Quarterly, 29, 30-40.
Bliss, S., & Rasmussen, B. (2013). Reflections on contemporary psychodynamic theory in clinical social work. Journal of Social Work Practice, 27(3), 211-215.
Gentle-Genitty, C., Chen, H., Karikari, I., & Barnett, C. (2014). Social work theory and application to practice: The students’ perspectives. Journal of Higher Education Theory and Practice, 14(1), 36-47.