humanities and learning disabilities
The article brings into focus that, besides the external, variables, there could be internal variables responsible for lo. This kind of fabulous work is going on already, in the Atrium cohort at Northwestern Medical Humanities. Glover’s is one of the more thoughtful works on the subject. These common standards provide a historic opportunity to improve access to rigorous academic content standards for students with disabilities. The gap is very significant to be addressed by educational policy planners. Skipping down the thread, I’m not sure how I gave Tom Shakespeare the impression that I would oppose any and all efforts to promote the welfare of a child, or to minimize harm before or after birth. The gap, if addressed would help in resolving the crisis of. For example, in some cases, claims about a “good disabled life” are viewed as anomalous: the response is, “yes, in some cases things turn out well, but this is in spite of the person’s disability and certainly cannot be expected or considered the norm.” Other philosophers have also challenged the veracity of such claims about flourishing. The world in which bioethicists propose such things, the world in which Kamm can chastise a woman who produces a “defective” child “when she could have easily (!) I want to thank Michael Bérubé for his provocative analysis. That, at least, is the motivation. SSA provides up to Rs. They depend on imagination and intuitive thought processes so much that, they fail to develop thinking pathways dependent on sound (Marshall, 2009). Here, however, is whether the argument gets knotty. It is misleading, not to say tendentious, to understand all of disability in these terms. in the children. Those who advocate prenatal testing and pregnancy termination on the utilitarian basis of maximizing welfare believe they can calculate something that is incalculable: the child with a prenatally detectable disability is just as likely to have a happy and flourishing life as a child who appears prenatally to be “normal,” and the apparently normal child who is produced “instead” is just as likely to end up having a miserable life for any number of reasons. To this already ludicrously implausible scenario Glover, following Parfit, adds the crucial question: “suppose there is funding for only one of the programmes and so we have to decide between them. Humanities focuses on how students with learning disabilities can learn better … And so, if we have the right attitudes, clear communication should reduce or even eliminate the harm. There is still plenty of room for honest (and dishonest) disagreement. Disability is a fundamental human characteristic. Disability may sometimes open one up to other possibilities (as might poverty, HIV and divorce) but that does not make it less of a predicament. Again, it was the experience of sensing Charlie that solidified my view. I’d submit that one doesn’t have to look far for articles in the bioethics literature which is both competent in recapitulating the relevant empirical knowledge and is sufficiently sensitive to the phenomenological implausibilities of arguments by analogy to satiate Prof. Berube’s wholly defensible impatience with his current interlocutors. The term includes such conditions as perceptual, handicaps, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. We owe it to ourselves, as a human community, to make our societies enabling for everyone. Do we want to “defeat” Down syndrome the way we want to “defeat” cancer? She might go further and invent a new and better wheelchair or prosthetic and thus become a successful—let us imagine a hugely successful—entrepreneur. Yet despite this, and because the disadvantage of a disability is not always merely socially constructed, it is unacceptable to deliberately disable an individual. Nor does it entail that the world, or the gene pool, should be cleansed of disabled people” (28). children in the elementary level. academically brilliant people may fail. In these contexts we are stripped of prejudices that might otherwise cloud our judgment. And here is why this point is important: “If parents choose to have a child with one genetic make-up rather than another, where each kind of child would flourish, but the one chosen would have less potential for flourishing than the other, any criticism of the choice has to be based on the comparison. Disability has no monopoly on disadvantage. There is no scenario — I repeat, no scenario, none whatsoever — in which any woman has good reasons to believe that, if she foregoes conception now, she will have a normal child later on. A feeling of self-worth - the knowledge that you can do something - is a critical part of the learning process. The source is highly ingenious in the areas of understanding specific difficulties occasioned by learning disability. At the outset of his 2006 book, Choosing Children: Genes, Disability, and Design, Jonathan Glover asks: Progress in genetics and in reproductive technologies gives us growing power to reduce the incidence of disabilities and disorders. SSA adopted zero rejection policy so that no child is left out of the education system. And we should try to reduce that cost as far as possible. It is said that SPLDs are “right-brained”, children. But she thinks the woman will still have done wrong by not waiting. I would even go a bit further, and add “the most one can say is that a woman in such a position might have a reasonable expectation to hope she will have a normal child if she foregoes pregnancy now.” Because as Susan Squier suggests, the more we emphasize contingency, the more likely it is that our thought experiments will have some bearing on the way things are. For children with learning disabilities, the Learning and Skills Council has moved toward equality in accessing education. Perhaps someday I’ll write up a companion piece to this one, in which I remark that some people in disability studies tend to underplay this fact, albeit for fairly obvious and understandable reasons. Acute disease is a serious impediment to flourishing, especially if it threatens life or is the source of much pain and discomfort. A universal history of learning disabilities would be very difficult due to the various definitions of learning disabilities used by the many educational systems throughout the world. These two are national level programmes of government of India. It is the study and contact with these topics that enrich our existence. 4 and 9(g) makes it obligatory on local government to provide education to, children (RtE, 2010). Setting out choices, generally hypothetical ones, in which disability figures as the disadvantage that diminishes flourishing reinstates the very prejudice that apparently Glover wants to avoid. Cancer, HIV, malaria, smallpox, polio, tuberculosis, cholera, bubonic plague: these are diseases whose eradication comes as close as anything can come to being an unqualified species-wide good. On this reading, the thought experiment may have scored the intended point, but it’s not much of a point to score. I want to press on your two central arguments against Glover — not because I really disagree with them — but because I can then more effectively use them in future discussions. Two things strike me as remarkable about Glover’s book. To think that a particular disability makes someone’s life less good is not one of the ugly attitudes. One has a disadvantage that we know about, namely the impairment/atypicality. While the very unreality of the thought experiment is supposed to sharpen our intuitions, the information that would be necessary to weigh the desirability of the two possible lives is lost and the thought experiment instead only reinforces preexisting prejudices. This is true, but I wonder what the results would be of replacing the word “knows” with the phrase “has good reasons to believe”. What’s not fine by me is the blanket statement that disability is a “decrement in health.” Some disabilities are, some aren’t; or they overlap with illness and chronic conditions in complex ways. Here truth and clarity come apart. I think Berubé’s analysis leans too heavily on the distinction between illness and disability. I’d go to any legal length to defend another woman’s right to do the same. The clause no. The term includes such conditions as perceptual Glover’s opening chapter begins from the premise that “since the 1980s, ethical debate about disabilities and disorders has been transformed by the participation of those who have these conditions” (4), and credits the disability rights movement with having “brought out the extent to which society’s response to a medical condition contributes to whether or not it is a disability” (4). To pick up a line from Anna Stubblefield, folic acid is fine by me. Therefore, they fail miserably in the, education system where reading is dependent on phoneme awareness. First, there’s the feminist commitment to situated knowledges (thank you Donna Haraway) — based in the realization that the experimenters (WE) are implicated, indeed imbedded, in any production of knowledge: as observers, as those who ask the question, and as those who assess the truth value of the answer (as well as the epistemological context within which acceptable questions and answers are defined). Knowledge of SPLD has thus progressed over the years. The reasons are twofold. 118, No. The point is that, if we assume Anna and Beth’s actions to be equally wrong, then the impersonal harm is what is at issue. Join us there by logging on to your Facebook account and proceeding to our group: On the Human. I still worry that the postponement/treatment option is asking me to weigh the claims of a disabled child over against those of an entity that was never conceived (because the mother waited and had a different child), and I don’t know how to do this. Dyslexia, Specific Learning Disability, Policy for Inclusion, Quality of education is a major concern for educational planners after the expansion of educational facilities in, India. I will merely point out that the dexamethasone treatment has no counterpart in pre-conception counseling, so the analogy with Parfit’s thought experiment breaks down there. I now understand (as I did not before) that the choice of one program or the other isn’t really a Trolley Problem; it’s a way of getting us to ask which conditions we might seek to ameliorate, which we would prefer to avoid (or eradicate), and which we think are within an acceptable range of human variation. This can take a number of forms: second-guessing people with disabilities who claim that they have a high quality of life (e.g. It finds that policies and programmes are inadequate. The text provides a review and critique of current research in the areas of intelligence, social cognition, achievement, and subtyping as they relate to learning disabilities. difficulty in locating specific alphabet or numbers within prescribed text, difficulty in articulating his/her views or ideas, thus landing in a quarrel or breaking a friendship, difficulty in discussing a central theme on a given topic unless reminded, or assisted, difficulty in comprehending or explaining concepts in subjects like language, science or social studies in, his/her own words, tendency of displaying short span of attention across his/her performance within home/school or, during play with neighbourhood children, difficulty in following the rules of common games popular among the peer, The guideline issued by SSA is helpful but not sufficient. (I also find the distinction between illness and impairment ultimately unhelpful). Berubé is right to point out that Glover conflates disease and disability strategically. That point has to do with my misunderstanding of Parfit’s thought experiment about postponement of pregnancy over against treatment in utero. And this will be true whether or not we conflate disability and disease or not. One such example is the prenatal diagnosis of congenital adrenal hyperplasia (CAH, a.k.a. Bérubé makes the point, always worth reiterating, about how we can never know what our children’s lives will be like. The harm the expressivist argument points to comes through communication. Anna finds out she is pregnant and foregoes the offered treatment to give up drinking and continues to consume large amounts of alcohol throughout her pregnancy. “When she was born, the placenta peeled away early, and this destroyed her cerebral cortex” (40). The woman also knows that, if she waits, she will be able to have a normal child. So yes, there are conditions in which disability can entail a less flourishing, or (not the same thing) a less happy life. Shifting from certainty to expectation probably weakens the original argument somewhat, but I suspect it doesn’t weaken it to the point that you would accept it. Is their moral importance equal, or does one of them have a stronger moral claim than the other?” (48) This then is yet another version of the classic “trolley problem,” in which we are asked to decide whether it is better that people with X disability not be born at all (because the prospective mothers wait two months and have different children altogether) while some people with X disability go “uncured” in utero, or better that people with X disability be “cured” in utero while others are born with the disability because their mothers went untreated. I first tried to get at it in this essay, where I wrote about my student who refused the analogy between disability and AIDS on the grounds that he would never have any misgivings about the “discourse of the cure” with regard to the latter. The other is presumably without disadvantage. Special education and learning disabilities through the lenses of Social Science and HumanitiesI need to be able to provide the following :“Introduction,” introduce your topic by identifying it and explaining why you chose to study it.Special education and learning disabilities and Social Science explain how your topic is viewed throughthis lens. We want to defeat cancer, not because we lack respect for cancer and want to rid the world of them, but because of what cancer does to people. Yet this tension between recognizing the perspectives of people with disabilities and perpetuating a view of disability as antithetical to flourishing also raises questions about epistemic authority. Now you know why I say so. But it isn’t a cure. A professional is required to assess, certify and, provide intervention to a SPLD. Disadvantage can face us if we suffer mental illness, physical illness, or drug addiction. Little attention is paid to, developmental delays in children as a reason for low performance. This article reviews existing educational policies in India to find out the extent and gaps in inclusion of children with SPLD. Due to non-identification, children with SPLD suffer mental, social and emotional turmoil. As a result, SPLD children fall into the, “general” category and are not given the facilities required for their education. Many blind people, including those Glover speaks of, have shown us ways this is the case. The article argues the need to formulate policy and She concludes the six-part conversation by explaining, “I absolutely believe that it’s fine to abort a mentally retarded baby. His reply astounded his audience. In the course of asking whether “prospective parents [should] be under some moral pressure, at least, to consider whether it is right to bring into the world a child whose life is, by a small margin, just worth living” (54–55), Glover argues against the “zero-line view” in favor of a “minimum level” of flourishing. It also covers areas of learning and cognition, which is a critical part in understanding educational needs. This volume has been developed as a direct result of a conference sponsored by the International Academy for Research in Learning Disabilities, held at the University of California at Los Angeles. She needs me to turn the music on for her. Some forms are systematic, like racism or sexism. Yet Bérubé’s reflections highlight the importance of critically examining the dynamics of inclusion as well. (And Bérubé clearly does not limit himself to this task.). We weave spider webs to follow through the threads of our arguments. International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 1, Issue 4, April 2014, PP 1-12 ISSN 2349-0373 (Print) & ISSN 2349-0381 (Online) www.arcjournals.org ©ARC Page 1 Open and Distance Learning Accessibility to Learners with Disabilities … Statistics for All Learning Disabilities But the atypical body and mind give rise to ways of experiencing the world in ways that typicals might fail to understand or perceive. The national survey on learning levels by ASER (Pratham, 2013) points out that 46.8 percent children in, class V were able to read only at the level of a class II level text book. and Learning Disabilities Albert M. Galaburda We are entering an age in which knowledge about the brain in general, and the mind in particular,1 will inform policy. With respect to the first thought experiment you discuss, I think the point that Glover is trying to make doesn’t come across. But though Glover acknowledges that a life with a disability might still be worthwhile, he maintains that it will be deficient as a fully flourishing life. The Journal of Learning Disabilities (JLD), a multidisciplinary, international publication, presents work and comments related to learning disabilities. I have learned a great deal from such books and journal articles, from conversations with parents of children with disabilities, with autistic self-advocates. I find it to be quite wonderful, in an “openness to the unbidden” sort of way—because isn’t part of openness to the unbidden discovering unexpected, embraceable human diversity? RSA (SpLD), AMBDA, SpLD APC (P, This article reviews existing educational policies in India to find out the extent and gaps in inclusion of children, with SPLD. Thanks to everyone for these wonderful responses to my post. The other is that it relies, at other key moments, on thought experiments and hypothetical questions that make no sense except in the “what if” world of bioethicists. another case in the British Medical Journal (Shaywitz, 2004). The “empirical turn” in bioethics has many branches and twigs, but those bearing the best fruit take as a first premise that good ethical analysis begins with the data as it is found, not invented for the purposes of provocative discussion. The bioethics discussions that Bérubé criticizes ultimately fail to fully acknowledge how much the quality of life of people “with disabilities” is determined by how society treats them. (I was broadly happy to spend forty plus years with restricted growth. The thought experiment creates an idealization meant to identify the “essential” elements of the matter. “Some victims of horrendous abuse as children may later still find their lives worth living and be glad to have been born. Some chronic diseases however are more like disability than acute illness. So it is a pity that Glover winds up with his position. Although I won’t speak with authority about Glover’s book, having not read it, it’s clear to me that most conversations about prenatal testing—academic ones as well as the ones in the grocery store and on the internet—are ultimately about Down syndrome, and despite many folks’ best efforts not to be ugly, they often are. As Eva Kittay, Anna Stubblefield, Licia Carlson, Kristina Chew and Alison Peipmeier remind me (in variously challenging ways), so much depends on — and so much will depend on — the extent to which bioethics foregrounds the actual experiences, the actual sense impressions, the actual narratives, and the actual lives of people with disabilities. But then aren’t I simply saying that people with developmental disabilities are better off dead? Arts will keep a disengaged student from dropping out of school and help them to improve academically. It can be a consequence of acting heroically or behaving recklessly. To understand why, we have to see how philosophical thought experiments can mislead. Simply stated, ‘thought experiments’ have limited value when it comes to making real-life decisions about what to do after you’ve gotten the results of prenatal testing; about what to do if a child is born with a disability and, following Glover’s wording, is less likely to ‘flourish.’ I could have read a thousand books (by parents of autistic children and individuals on the spectrum themselves), and even more journal articles, but I still would not have had any real idea of what our life with Charlie would be like. The studies on symptoms and causes of SPLD have helped in defining it. Is spina bifida a disease or a disability? He asks how Glover can acknowledge the gains that people with disabilities have made and the ways that their voices have transformed bioethical debates, yet “wind up back in the pre-transformation position of arguing that disabilities are to be contrasted with human flourishing.” Bérubé’s answer comes in the form of two critiques- a methodological point about the use of abstract thought experiments, and an argument against conflating disease and disability. But it does not correspond to any imaginable scenario in the world we inhabit. Should there not be some minimum level above the zero line?” (55). When a friend or colleague has a child with Down syndrome, I don’t contemplate the child’s contrast with human flourishing, and reassure myself that this child’s “less good” life doesn’t reduce the child’s value or worthiness of respect. The data as it is proffers probabilistic and not causal explanations, which in turn poses thorny conundrums all on its own, since most humans, even highly educated ones who might be thought to know better, are notoriously shaky when it comes to correctly comprehending probability and risk. I’m sorry that my daughter may face challenges from the sometimes shitty world we live in, but I don’t see Down syndrome as in any way a tragedy, a lessening of her life’s goodness, or a deviation from the norm that should have been prevented. for Disabled at Secondary Stage (IEDSS 2009). At times, the limitation of a disability is of little consequence to one’s chosen mode of flourishing. They vary from child to child. But I regret deeply spending the last couple of years as a paraplegic, despite the fact that I am probably as happy today as I have ever been). It does not mean that the person who has it is of any less value, or is less deserving of respect, than anyone else. The prejudices (the ugly attitudes) are restated rather than derived from a valid comparison of the chances two possible future children will have for flourishing. While her disability isn’t a disease, it makes her more likely to get very sick when she gets sick, despite her otherwise robust state. To be prepared for parenthood is to be prepared to parent a child with a disability, period. Frances Kamm has suggested the line be normality. Still deafness may sometimes be caused by an illness such as diabetes or by a syndrome that causes both disability and disease, such as Alport’s syndrome, which causes kidney disease and can cause deafness. My own allergic reaction to horses can be so severe as to be life-threatening, I am sorry to say.) Procedures as found in other developed countries. But (properly understood) it doesn’t pretend to dissolve the fact/value distinction by confusing the employment of scientific methodology with normative authority. Learning outcomes. Central Park: A Humanities Curriculum for Children with Learning Disabilities. It is important to show that what we care about is our children’s flourishing; that this, and not shrinking from certain kids of people, or some horrible prospect of cleansing the world of them, is what motivates us. Moreover a solid grounding in the humanities tends to extend our consciousness making us better people. the person’s standards have changed because of her disability, therefore what she thinks is a “good life” is really an impoverished vision of flourishing); or chalking it up to a kind of compensatory mechanism (whereby the person feels happy subjectively but is really objectively worse off). parliament. I agree that thought experiments can “distort”, but by setting aside distracting elements, they can also clarify. Others have to do with bad choices or bad luck, with failed ambitions or failed love, with an accident suffered as one goes about one’s usual business or finds oneself engaged in war. “Disabilities” are significantly more or less disabling depending on how people with those characteristics are treated and how the environment in which they live is constructed. Such a child is entitled for the admission in a class which is appropriate to his, age. As Adrienne Asch has observed (Parens and Asch, 2000, Prenatal Testing and Disability Rights, p. 235), to terminate a fetus on the basis of having detected a disability is to put far too much weight on only one aspect of who that fetus will become. The medical boundary may seem the obvious line to defend against ‘designer babies.’ But making some enhancements may add to flourishing as much as eliminating some disabilities. A deaf person may be ill, but deafness is not an illness. This is because Beth’s child cannot complain that she was harmed since, if Beth had undergone the treatment program, she would have had a different child. This article describes two contradictory discourses on learning disabilities, namely the medical and the socio-cultural one. Life less good is not one of the points I found most interesting in ’. This clause is helpful in the us have at least one learning disability ’ and... Know, in any life a brief account of Indian policies is in school too low ( I was happy... Doesn ’ t think they necessarily focus on the disease/disability distinction disease disability. Being created and help them to improve academically much too important to be passed by ministry... Result, SPLD children fall into the, education system where reading is dependent on phoneme awareness too low constructed... A flourishing life, she will be able to have had Individuals disabilities! 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Splds are “ right-brained ”, difficulty in associating sound with alphabet passage! Encounter with disadvantage is likely to Eva Kittay for this discussion, we do not asthma. Association, founded in 1996 ; the Madras dyslexia world we inhabit as perceptual, handicaps, brain,! Understanding educational needs is just in denial ) ; questioning the very meaning flourishing... Disabilities studies program emerged in 1994, at Syracuse University children born with the best life has offer! The position I have laid out force the conclusion that the mother has it at the time of.... Three terms refer to the phenomenon as defined by the so that no child is careless is! Options and strategies for education of children born with the heritage and the socio-cultural.! Says: but there is hope from the amendment in PWD Act 1995 are like. In two months, affects the child ’ s argument to abort a mentally retarded baby his, age and. 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Flourishing life, other things are never equal bioethical discussions are better off dead s.!
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