A STUDY ON THE EFFECTIVENESS OF EDUCATION FOR YOUNG CHILDREN WITH DISABILITIES IN PRIMARY SCHOOLS RELIES ON THE STUDENT’S CAPACITY TO MAKE AWARE DECISIONS REGARDING THE AVAILABILITY OF SUITABLE SUPPORT ASSISTANCE.

Abstract

Education is provided for children who have disabilities or impairments. The current situation was mapped using studies that had been published in the past, in addition to other research that had been carried out by universities. According to the data, there has been a significant amount of progress made in this subject, with new research appearing on many different fronts in order to help individuals with disabilities better understand themselves and eventually support them. The growth of study issues and scope has been considerably aided by the years that have passed since the international flagship of Education for All (EFA), which takes a rights-based approach to disability. Notable research interests include the promotion of learning through a variety of methods, the analysis of the interaction between psychosocial factors in development and learning, the improvement of academic performance, the impact of influential people on development, and the material development of learning resources. However, the data also reveals that academics continue to view disability as a restriction, and that there is an urgent need to convert to a capacity approach that focusses greater emphasis on the strengths and dignity of people with disabilities. This is something that has to be done immediately. The number of studies that have been carried out from a crucial vantage point and have the potential to act as both a source of information and a catalyst for change is extremely deficient. It is necessary to conduct additional empirical research that focusses on the preventative actions that students with disabilities or disabilities take in order to maximise their personal, social, and academic potential in order to address this shortcoming.