Mainstreaming children with special needs has been a huge controversy in education. Many students with a disability require special attention and need to be in an environment where teachers can meet these needs. According to opposition, placing disabled and non-disabled kids in the same classroom will increase academic engagement and reduce problem behaviors. However, educators prove that special needs children are being bullied, still lag behind their non-disabled peers in educational achievements and are more likely to drop out of school. (Need to cite) Mainstreaming children will promote child bullying and ongoing stereotypes that undermine their ability to compete in the classroom. The debate of mainstreaming children with a disability challenges the idea of having an enclosed environment where they can effectively learn. University of Missouri, College of Education states, “The term ‘special needs’ is used to collectively define those that require assistance due to physical, mental, behavioral, or medical disabilities or delays” ( .) Opponents who encourage mainstreaming argue that mainstreaming special needs children is beneficial. They claim children with a disability should receive equivalent access to public education and not be left behind because of an impairment. Many also dispute attempts should be made to develop tests to measure academic achievement. Aron and Loprest state “Reforming special education cannot be done in isolation; it requires integration with reforms being made in general education” (116). However, there are many problems the education system is going to face if children with a disability are integrated into standard classes. If children with disabilities are not isolated then behavioral problem... ... middle of paper ... ...nt tends to be extremely lower than the average student their age. They learn at a slower pace than the rest of their adolescences and it would be absurd to keep them in fast pace classes where they are unable to comprehend any of the material. These students would not only be left behind, but would not feel as smart because they are not catching on to the material as fast as the kids around them. Opponents to mainstreaming special needs children dispute that students with disabilities “should be held to different standards while still maintaining progress toward goals” (Aron et al. 112). Between the 1990s and 2000s, the US Department of Education has made adjustments in testing for students with disabilities. However, different states identify their students differently and there would still be glitches in the system, such as which accommodations should be made.
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.
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.
My purpose for this paper is to find and list web sites that will assist teachers who are teaching "special needs" students. As more "special needs" students are entering the classroom, teachers need more and better information on teaching them. The purpose of this paper will be to enable teachers access to information about teaching these students in the field of Geography. It is my endeavor to create a list that will span most grades that will be helpful to both new and experienced teachers.
The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.
“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.
Kauffman brings up an excellent point, why isn’t the government comparing children that receive special education to those children who don’t receive special education. Wouldn’t it make sense to compare two things that are similar instead of trying to compare two things that are no way alike? Why don’t we focus on making special education as good as it can be? We should work to make sure students with disabilities learn everything they can at their own speed in special education (Kauffman, 2003 p. 3). Not scraping the whole system. Basically general education students are the wrong comparison to determine if the special education system is working or not. “The PCESE asked the wrong question and suggested dedicating ourselves to closing the wrong gap. Their approach is about as helpful as dedicating ourselves to closing the gap between 5 and 7” (Kauffman, 2003 p. 3).
Winzer, M. A. & Mazurek, K. (2000) Special education in the 21st century issues of inclusion and reform. Washington D.C. Gallaudet University Press.
...e centre for studies on inclusive education (CSIE) that is an independent centre committed to promoting and encouraging full inclusion of students with SEN, and campaigns for the closure of special schools, believing special schools creates a barrier to a more inclusive society (Hall, 2002 and CSIE, 2014). however, many argue that full inclusion may not always benefit a child with SEN, Farrell (2009) states that the view that inclusion should be the primary aim of a school is flawed. Schools aim should be to educated children not include them. In agreement with this point Warnock (2005) argued that inclusive education needs to be rethought as the current process of inclusion is not working. Warnock also stated there was still a need for special education to be provide to children with SEN who could not have their educational needs met in a mainstream environment.
Sawyer, Richard J. and McLaughlin, Margaret J., et al. “Is Integration of Students with Disabilities Happening?” Remedial &
My paper focuses on how students with intellectual or behavioral disabilities are placed in less-integrated classrooms. This is important because the placement of students affects their social and academic success. Students who require special education are usually pulled out of general education classrooms or placed in less-integrated groups in order to receive accommodations, despite research showing that this harms their social and academic skills, barring students with severe disabilities who require full-time care. I will reference A Meta-Analysis of the Effects of Placement on Academic and Social Skill Outcome Measures of Students with Disabilities by Oh-Young and Filler where they theorize that academic and social inequalities between students with special needs and students in general education classes exist because of the placement of special needs students into less-integrated classrooms.
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
According to the National Dissemination Center for Children with Disabilities, more than six million children are currently receiving special education services in their schools for variety of disorders and disabilities. The Individuals with Disabilities Education Act (IDEA), gives special education and early intervention services to children with disabilities. Many families and educators strongly advocate mainstreaming intellectual disabilities (ID). The term mainstreaming is used to describe the practice of educating students with disabilities and non-disabled students in the same classroom. Mainstreaming provides a natural real world environment where life skills are been taught and learn. This is why children with learning disabilities should be allowed to sit and learn in a setting with kids who do not have disabilities.
Browser B.A. (2001) With fewer expectations, children with disabilities have not yet achieved commensurately with their peers in regular classes. Likewise, students with learning disabilities have not been able to accomplish the level of low achieving of children that are not disabled. In the manual, Assessing Special Education Students (ASES) Van De Zande.
The number of children with special educational needs and disability (SEND) in England is over 1.2 million with over 230,000 having statements or education, health and care plans, a number which has continued to rise over the years (Department for education, 2016). Described by the department for education (2014, p.7) as “Children and young people with SEN all have learning difficulties or disabilities that make it harder for them to learn…”. Within this assignment I intend to outline the provision made for a SEN child in my attachment, which will be referred to as Child A.
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...