Mainstreaming Research Paper

686 Words2 Pages
bulb-icon

Recommended: Autistic children in public schools

Mainstreaming vs. Inclusion Classes
There has been a debate for years on whether autistic students should be in all mainstream, mixed, or all inclusion classes. In this report, the reader will learn the benefits of mainstream classes, how they started, how inclusion classes started, what made the people separate Autistic students, and how parents feel about which option is better.
Mainstream
How did it start? Mainstreaming classes are regular classrooms with special needs students in the class with them. Mainstream schools and classes are chances for students with a special need to be with other children their age with no aid or special needs. These schools give children with Autism a feeling of what it is like not to have a special need. …show more content…

Mainstream classes started in the 1980s, and gave Autistic children a chance to be in a class with a less restricted setting because of the EHA (Education for All Handicapped Children Act), later renamed to IDEA (Individuals with Disabilities Education Act); this organization started the entire wave and thought of autistic children being in a classroom with non special education students. The IDEA paved the way for mainstream classrooms, but many changed the rule of what an Autistic student would learn. At first, the Autistic would learn almost nothing compared to a nondisabled student, but in 1997 IDEA modified the rules for the students. The IDEA strengthened their curriculum so that the students would actually learn while in mainstream classes.
What are the cons of mainstream? Mainstream classrooms have many benefits, but with every benefit, there's a drawback. Some of the cons of a mainstream class are autistic students may have a difficult time keeping up with a normal class curriculum. If the students are having a hard time with the criteria they could become bored or very disruptive according to myautism.org. The student also could not get little to no individual time with the teacher due to how large the class would grow with special need students added to

Show More
Related

  • The ASD Nest Program Analysis

    1910 Words  | 4 Pages

    As the number of children being diagnosed with autism spectrum disorders (ASD) continues to rise, the question of a proper education within the least restrictive environment is of high priority amongst parents and teachers alike. While the spectrum encompasses a wide range of autism disorders, the individual needs of these students – both high functioning and low functioning – determines the proper educational placement and related services provided. In order to address the specific needs of higher functioning students on the autism spectrum, the NYC Department of Education has developed an inclusion program to “…help children with autism spectrum disorders learn how to function well academically, behaviorally, and socially in school and in their community.” (NYU Steinhardt, 2014) In a collaborative effort between New York University, the New York City Department of Education, and Hunter College, the ASD Nest Program was designed to address the growing number of student’s with higher functioning autism attending New York City public schools.

    Read More

  • Should Autisitc Children Be Mainstreamed

    1343 Words  | 3 Pages

    Done correctly, mainstreaming does not mean simply placing the child into a classroom of regular students and expecting him to succeed on his own. Instead, it takes extra help to integrate autistic children into a mainstreamed environment because the others in the classroom are more socially motivated, whereas the child is more instinctively and structurally motivated (Siegel 226). With the help and constant support of special aids within the classroom, a child with autistic disorders has a better chance of succeeding because they are around children who will encourage proper behavior and social skills.

    Read More

  • Mara Sapon-Shevin's Widening The Circle: An Analysis

    814 Words  | 2 Pages

    This means that children with all different types of a disability are accessible to public education and learning through professional educators and through their peers. Another important legislation that has been established in 1975 is the Individuals with Disabilities Education Act (IDEA) that includes all ages of children and their rights to learn. Both of these movements helped shape what special education is today and assisted in bringing inclusion into the classroom. They both made it possible for students with disabilities to be integrated into general education classrooms, while getting the assistance they need as well. These acts are what made it possible into what my field of study is and I intend to push the boundaries of getting my future students in these general education classrooms and making them feel apart of something

    Read More

  • Autism Annotated Bibliography

    1662 Words  | 4 Pages

    This source highlighted different approaches taken by schools, teachers, and aides that work closely with persons with ASD. While states offer equal educational opportunities to students, it is important for the individual to understand what their needs are when choosing a school or program. While mainstreaming students with ASD into normal learning environments can be beneficial to personal development, it can also be damaging if the students is not emotionally prepared. This type of frustration can cause the individual with ASD to exhibit problematic behavior or cause them to develop

    Read More

  • Students with IEP's

    1396 Words  | 3 Pages

    Imagine you are young teenage girl in the high school setting. You look the same as everyone else. Nothing on the outside appears to be abnormal. You want to be included and do everything else the other students are doing. However, you have this learning disability no one knows about except for you, your parents, the exceptional educator, and now your general education teachers. It’s not easy being different wanting to do everything the other students are doing. Well, this is why mainstreaming and inclusion are important for these students. They want to be successful like everyone else. They want to fit in. They want to go to the general education classes with everyone else. Leading up to this is why Individual Education Plans are important for these students to have a chance at normality.

    Read More

  • Inclusion in the Public School Classroom

    1541 Words  | 4 Pages

    What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.

    Read More

  • From Inclusion to Friendship

    1876 Words  | 4 Pages

    “The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.

    Read More

  • Should Deaf Children go to Deaf School or Mainstream

    723 Words  | 2 Pages

    “The differences between education at a school for the Deaf or in a mainstream school can seem vast, and indeed, there are a lot of factors to consider. Below is a chart highlighting the basics about a mainstreamed education vs. a Deaf school education. Keep in mind that different schools for the Deaf offer different communication tracks; additionally some mainstream schools are more or less equipped to serve Deaf students than others.” according Redeafined Magazine.

    Read More

  • Characteristics of High-Functioning Autism Spectrum Disorder

    891 Words  | 2 Pages

    There are multiple types of schools in the United States; especially when it comes to dealing with children with Autism. Some schools do not handle autistic children well. There are multiple reports on how these children are put in isolation from other students in the school. Society frowns upon the mentally disabled, and many people feel as if this should not be. Most psychologists have said that there are no “right” schools for children with autism. However, public schools seem to have more pros, than cons. In public schools, the ratio (for teachers to students) is 1:1. There is special support, just like mainstreaming. Also, Autistic children don’t feel different than other students because the classroom has the same type-of setting and any other class. Just as there are pros, cons seem to follow however. One of the main, and only cons is simply that the parent does not agree with the choices, or setting of the school. The parent might feel the classroom is not adequate for their child.

    Read More

  • Autism Spectrum Disorder

    1196 Words  | 3 Pages

    ...l, and motor.” (Autism Spectrum Disorders Health Center, 2009). Academic goals include learning new skills like adding or subtracting. An IEP is planned to help improve learning social goals like appropriate play skills, like interacting with classmates during group activities. Behavioral skills developed with an IEP include attaining advanced coping mechanisms like asking for help and replacing problem behaviors. Lastly, motor goals that an IEP helps achieve can include working on handwriting skills to further academic progression. Children with special needs that are in the school system are considered “mainstreamed”. The process of mainstreaming is putting children with Autism or other disorders in regular school around “normal” kids. This technique is used so children with Autism can learn to adapt to certain situations and use these skills later in life.

    Read More

  • Positive And Negative Effects Of Autism Essay

    887 Words  | 2 Pages

    The number of children that display autistic traits keeps rising and the need for services is at an all-time high. Out of 10,000 children born, 60 to 100 children and families will be affected by autistic spectrum disorder (Gulberg, 2010). Autism is characterized by a lack of connection to other people, even parents, and an avoidance of interpersonal situations (Feldman, 2011). Children with autism also show limited, repetitive and stereotypical patterns of behavior, interest, and activities. Not one child with autism is the same as the next; each child has their own severity and indicators of autism. A child with intellectual disabilities and a gifted child can both be given the diagnosis of being on the autism spectrum, because of the wide range of severities. Many of these children will not attend special schools, but instead be included in the general education population by inclusion. Inclusion has been found to have a number of benefits for children with autism. In addition, negative perspectives have also come into play when discussing autism and inclusion. Furthermore, parents have the right to make decisions for their child on an individual basis.

    Read More

  • Pros and Cons of Inclusion

    1351 Words  | 3 Pages

    Inclusion 'mainstreams' physically, mentally, and multiply disabled children into regular classrooms. In the fifties and sixties, disabled children were not allowed in regular classrooms. In 1975 Congress passed the Education of all Handicapped Students Act, now called the Individuals with Disabilities Education Act (IDEA). IDEA mandates that all children, regardless of disability, had the right to free, appropriate education in the least restrictive environment. Different states have different variations of the law. Some allow special needs students to be in a regular education classroom all day and for every subject, and others allow special education students to be in a regular education classroom for some subjects and in a separate classroom for the rest. There are many different views on inclusive education. In this paper I will address some of the positive and negative views on inclusion and ways to prepare educators for inclusive education.

    Read More

  • Teaching Children with Autism

    1481 Words  | 3 Pages

    Winterman, K. & Sapona, R. (2002). Everyone’s Included: Supporting Young Children with Autism Spectrum Disorders in a Responsive Classroom Learning Environment. Teaching Exceptional Children, 35 (1), 30-35.

    Read More

  • Teachers Support Autistic Learners

    718 Words  | 2 Pages

    As a result, the decision whether to provide support for special needs learners is teacher-oriented rather than being based on the actual need of the learners and results shown through assessment results. Teachers attitude can greatly affect the learning experience of autistic children, two specific aspect have been discussed by McGregor and Campbell. Teachers needs to have the desire to participate and the have the appropriate training. Studies have been reported that only a small amount of teacher were willing to have autistic learners in their classroom (McGregor & Campbell, 2001). However when teachers had the appropriate

    Read More

  • The Benefits Of Deaf Education

    1428 Words  | 3 Pages

    Mainstreaming usually happens in a public school, either in a regular classroom or in a separate atmosphere. This option is a controversial method in which the Deaf or Hard of Hearing students are integrated with hearing students. Because Deafness is considered a “Low Incidence” disability, meaning that the concentration of deaf children in any given area is low, there is limited funding for mainstreaming programs. Most students are mainstreamed into a regular classroom, with or without additional support. In a regular classroom, the student is with hearing students and all instruction comes from the main classroom teacher(s). In this instance, there is little to no additional support inside the classroom. Although, if in-class support is something that the child needs, the is an option to have added support in the classroom. Mainstreaming in a regular classroom with additional support services places the student in a classroom with hearing students along with an speech or language therapist, interpreter, additional teacher, teaching consultant or a teacher of the deaf. This support may come from inside the classroom, in which the helper co-teaches or work one on one with the deaf student while the teacher addresses the whole class. In contrast, it may come from outside the classroom like meetings after class

    Read More

More about Mainstreaming Research Paper

Open Document