Introduction of Sociology

What reasons do people give for not voting in the U.S.? How are these explanations related to larger structural forces?

Where do people get their political information from? How does this vary by age? What impact can this have on political beliefs and political actions/behaviors?

 

Sample Solution

Introduction of Sociology

One of the most important rights of American citizens is the franchise, the right to vote. Voting is a right that allows citizens to make their voices heard, but the reality is that as many as half of eligible voters in the US still don’t participate in the election process. The reasons people don’t vote are just as complex. While full voter participation helps maintain a fair and functioning democracy, everything from logistics to socioeconomic status can get in the way. Reasons that people give for not voting include: they don’t feel candidates represent their views, others don’t believe that their vote will make a difference, and election day falls on Tuesdays and is not a federal holiday, presenting a dilemma for many workers who don’t get paid time off to go to polling place. People get their political information from the internet. It clearly exceeds radio, and is on par with newspapers, as a major source of campaign and election among the entire adult population.

whatever reason. The EA has reinforced previous legislation introduced in the 1990’s with regard to inclusion in schools for students with SEN and disabilities. From 1994 onwards there was an annual increase of SEN students being educated in mainstream schools.

‘The UN Convention on the Rights of the Child (1989) and the UN Standard Rules on Equalisation (1993) both unequivocally support the right to equal treatment for all and view this as a right to mainstream education’.Diseed.org.uk (2004)

In support of the UN Convention above, The Salamanca Statement was adopted by the UK government and in Excellence for All; The Programme of Action and Removing Barriers to Achievement have supported the development of inclusion.

UNESCO (1994 p7) stated ‘that those schools that had adopted inclusive policies are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. Moreover, they provide an effective education for the majority of children (without special needs) and improving the efficiency and ultimately the cost effectiveness of the entire education system’.

In implementing the EA, Educating Scotland (2012) also supports the philosophy of inclusive education. They stipulate that inclusion rather than integration demonstrates a move away from seeing disabilities as a ‘deficit model’. The emphasis through the EA is more about recognising the whole person rather than focusing on the learner as being deficient in some way due to their disability. Individual students under the EA should not be catagorised but adjustments introduced which will allow the same opportunities as non-disabled students.

In support of UNESCO, Pupil Support and Access (2001 p2) demonstrate the importance of inclusion. ‘Schools supported by local education authorities and others should actively seek to remove the barriers to learning and participation that can hinder or exclude pupils with SEN. Schools and local education authorities that are successful at including pupils with special educational needs meet those needs in a positive and proactive way. They also approach inclusion as part of their overall imp

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