1F3060QA - Researching Discrimination

Section 1: Introduction

Disability discrimination can be described as the extent to which a person can be treated unfairly or put into an unfavorable position because of disability. This is an important topic that must be discussed since children with such a disorder as Tourette syndrome also go to school, and thus interact with their peers. Tourette syndrome is a neurological disorder that manifests through regular involuntary movements and vocalization referred to as tics. Like any other socially marginalized group, these children experience discrimination and bullying throughout the years, resulting in a reduction in learning and psychological health (Malli & Forrester-Jones, 2022).

The necessity of carrying out this research has been rooted in the fact that there is little information available in the current literature concerning disability discrimination in schools, particularly regarding students with Tourette syndrome. However, despite the existence of a law that enshrines the non-discriminatory education of disabled students, their rights are infringed by the discriminative policies of educational institutions.

Section 2: Methodology

The search for literature relevant to this review was done systematically such that only articles closely related to the topics under study were considered. The inclusion criteria were as follows, materials are in English language, scholarly journal articles, published from 2019 to 2023 and the articles should be about students with disability in education. As such, the Internet was searched with terms such as disability discrimination, Tourette syndrome, students, and schools by using Google Scholar in the research.

The demographics that excluded the studies were those written in languages other than English, in other contexts than schools, and secondly, if they were secondary. After searching, the author obtained several articles from which only a couple of research papers were selected for review. Studies were chosen because of the focus on the primary data source as it can directly address the experience of students with disabilities.

In selecting the articles, the following search strategy was employed: The process of employing multiple pipelines with various changes in combination to run through the data a few times. An initial search of the database returned over 100 articles; upon going through them, only two articles were chosen based on the inclusion and exclusion criteria set forth for this review. These are rather intriguing sources that describe prejudices present among students with Tourette syndrome and other learning disorders at school.

Section 3: Literature Review

Study 1: Fine (2020)

Fine (2020) sought to find out the experiences of students with the disorder in an inclusive learning environment, and they conducted a qualitative study to achieve this goal. A part of the research entailed student and parent interviews and focused on students, their teachers, and parents as part of the investigation into the challenges faced by these students and the support they get. The evaluation of the findings led to the conclusion that students with Tourette syndrome are socially abused through bullying and social rejection by their peers and as a result, have poor self-esteem and poor academic achievements.

This work also showed that there are events that trigger discrimination of such students and that lack of awareness and lack of understanding from teachers and peers is one of the reasons that cause them to be discriminated against. Teachers and other staff in schools have different perceptions of tics as a sign of rebellion, so instead of consoling the children, they engage in punishing them. To achieve this the authors stressed the need to give educators proper practice when it comes to the disorder with the intent of increasing the knowledge on the topic as well as enhancing the ability to accept children who have Tourette syndrome into school. However, this study is not without some limitations because as much as the findings look promising the results obtained are based on the participants responses and it might either overemphasize or overlook current trends due to social desirability bias.

Study 2: Lund et al. (2023)

In this cross-sectional quantitative study with qualitative elements, Lund and others (2023) examined the impact of disability discrimination on students with learning disabilities, including students with Tourette syndrome on their academic performance. The design then entailed the use of quantitative questionnaires and administered them to 200 students with disability, and qualitative interviews with 50 students. The facts obtained in the study revealed that disabled students are subject to minimal expectations from teachers and even limited opportunities to be promoted academically.

The other factors this study found to contribute to poor performance of students with disabilities are Discrimination such as having students with disabilities sit alone away from fellow students and insufficiency of the facilities provided to them. The authors stated that it is crucial to disentangle the ability to offer the right educational experience for disabled students and also to develop learning plans for each learner. However, such cross-sectional data limit the establishment of causality and therefore, more extended longitudinal studies are required to support these findings.

Section 4: Conclusion

After examining the literature, it goes without doubt that students with disabilities, including but not only, those with Tourette syndrome suffer discrimination in education. In their studies, Fine, Lund, and others explained how prejudice and discrimination impact such students within academic and social domains. The findings, therefore, reaffirm the need for designed educational and policy solutions focused on strengthening support at schools for learners and their teachers, from all diverse backgrounds.

It is therefore imperative to ensure that the discrimination of the disabled is opposed at school to give children equal opportunity to be able to study as well as fully interact with others. Such programs and support services are intended to persuade schools to develop support mechanisms and to ensure that all students with disabilities should be enabled to actualize their dream success.

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