Think the U.S. encounter the excitement of graduation

Think way back, back to your last year of high school as a senior. Were you optimistic about the opportunities awaiting for you after secondary education? Around mid-May, an overwhelming majority of high school seniors in the U.S. encounter the excitement of graduation and their futures after high school. However, there is a minority of students whom unrightfully get the possibility of higher education and employment ripped from under their feet. Students with disability, particularly those with intellectual impairments, tend to drop out of the public education system. People with intellectual disability, one of the most marginalized minority groups in the world, are rarely encouraged to make career goals and to pursue college degrees like other gender, racial, and sexuality related minorities. Moreover, people with intellectual and developmental disabilities lack public discourse and acknowledgement in the eyes of the American public. For this reason, many debate the efficacy of public education in preparing their children for higher education and the workforce. Students with developmental disabilities are not provided the necessary attention in public schools to successfully integrate into higher education and the workforce or to be productive members of society.Intellectual Disability (ID) is essentially characterized by limitations in both intellectual functions and social behavior. These limitations revolve around cognition, communication, and physical conditions that are encountered in everyday social and firsthand situations (Wong). Individuals with disability rights are generally assumed to be protected and respected by law in school and outside of school. But that couldn’t be farther from the truth. The public education system and workforce is not open to the integration of people with disability. Legislation such as the IDEA Act in the public education system is meant to protect disabled peoples but in most cases is used partially. IDEA stand for the Individuals With Disabilities Education Act, an American legislation put into effect in 1975 that arguably ensures free and “appropriate” education for students with disability (Lipkin et al 2). After highschool, students with intellectual disability encounter further discrimination and the high chance of unemployment despite Supreme Court legislations like the ADA, Americans with Disability Act. The ADA is also meant to protect the rights of disabled people by prohibiting discrimination, in this instance within the workforce (Francis 12). The purpose of this paper is to demonstrate how people with disability are not provided the necessary attention accorded to them by law. Higher education institutions and the workforce make it a point to integrate racial, gender, and sexuality based minorities in their programs and throw disabled people out of sight. Disabled people, especially those with intellectual disability, are the most under-represented minority in America. This is significant because the stigma and representation of People with Intellectual Disability (PWID) is shallow, misguided, and unfair. PWID are not allowed upward social mobility because they are actively discriminated against in education and the labor force. The rights of all people should be protected in order to create a more productive, equitable, and amicable society. Although there is much needed reform in the institution and implementation of peoples with disabilities rights, the civil rights of disabled individuals has drastically improved through the ages. Before the mid 1800’s many Americans were under the false notion that intellectual disability was curable, it was an illness rather than a disability in the eyes of 19th century Americans. However, the optimism and enthusiasm towards curing developmental and intellectual disability diminished  after the American population realized that theses disabilities were a way of being. Eventually, the emergence of the industrialization movement and urbanization led to intellectuality being prefered over physicality in the workforce (Harbour). Consequently, people with developmental disabilities were seen as a detriment to society and were blamed for the hardships Americans faced at the the time. Impoverishment, crime, and the increase in illnesses were all considered a result of ID. (Harbour) In the interest of the public, people with developmental and intellectual disability were institutionalized so as to recover normalcy. Institutionalization is essentially the act of being put into an institution, in this case the intent was seclusion and exclusion of PWID. As a result of the panic, Americans considered an alternative method to avoid disability altogether, eugenics. Eugenics, which is the regulation of a population by breeding certain hereditary traits, is usually employed to promote popular and desirable traits within a given population. The alarm behind ID and incurability led to drastic action and abuse of PWID. Francis Golton, the cousin of Charles Darwin, promoted the eugenics movement and breeding control of PWID. His theory popularized the sentiment that breeding of PWID must be be managed to diminish the degeneration of the human species (Harbour). It is crucial to understand the connection between the eugenics movement and sterilization, as demonstrated in Harbours study. Its can be argued and is quite possible that without the emergence of the eugenics movement sterilization and segregation of PWID would not have occurred. However, with the fascination and adamancy behind controlling the birthing rights of PWID, between 1907 and 1963 over 64,000 people were permanently sterilized across America (Radford 1991). These measures were taken to avoid the birth of PWID.