Mainstreaming Special Needs For Public Schools

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Additionally, I have personally seen the rewards of mainstreaming special needs students in public schools and would like to see more focus on this. Mainstreaming special needs students helps them develop socially as well as academically, which is a huge issue for many of them. I have been working for the public school systems for many years and I am constantly seeing examples of how much social development can change a student’s life and attitude towards education, regardless of their academic ability. One of the core values and visions of the CEC is to assist all students in achieving the goal to ultimately have full inclusion and participation in society (, 2011). When I was hired, the principal at my school told me that the overall goal in working in special education is to get the students to the point where they don 't need us to assist them any longer and they become independent members of society. Although this is hard, especially when we get so attached to the kids, I remember that goal and strive every day to help achieve it. 6) “I propose that part of a student’s IEP include more time with peers, extracurricular activities, and perhaps groups or classes to help achieve more social development and daily living skills.” Although it is not a law, it is a known fact that Utah does not put a lot of public, government, and/or state funding into education. In fact, Utah was the second lowest state in the amount spent per student in a year with $7,223.00. (Rankings of the States 2013 and Estimates of School Statistics 2014). Therefore, this results in more students per one teacher, more students crammed into small rooms, less supplies to be shared, and so forth. Overall, students are already disadvantaged if they... ... middle of paper ... ...ryone except women”, or “everyone that is wealthy”, but this is not the case. For example, the American Declaration of Independence states that “all men are created equal”. “The use of ‘men’ in ‘all men are created equal’ is gender specific. It did not refer to all humans. It was meant to refer to men and to a specific group of men” (Spring, 2001, p. 98). Men who were not white were not included in this statement. Unfortunately, we have seen, and continue to see many instances and beliefs similar to this one. The following amendment would help the world to have a better understanding about who actually has a right to education, and that it is literally “everyone”. 10) “The right and duty to education will be provided equally to each individual human being, no matter the individual’s gender, race, language, religion, family background, wealth, or any other reason.”
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