Mainstreaming Disabled Students
According to the Curry School of Education, approximately 80% of students with learning disabilities receive the majority of their instruction in the general classroom (“Inclusion.” http://curry.edschool.virginia.edu/curry/dept/cise/ose.html. 10 Oct. 1999). That number is expected to rise as teachers and parents become aware of the benefits of inclusion. Because there are so many disabled students in regular schools, it is important to look at whether or not mainstreaming is necessary for their education.
For parents, having their disabled children mainstreamed into regular education can be a difficult choice. Although disabled children’s education can be more challenging in regular schools, the benefits of inclusion include enhanced self-esteem, development of social skills, and exposure to regular curriculum. Many people believe mainstreaming only helps disabled children, but there are many challenges that hurt their education rather than help.
Both faculty and students can be cruel to disabled students. Because they are not used to interacting with disabled children, faculty and students may be uncomfortable with the situation and be insensitive to the disabled children. By ignoring the disabled children or treating them badly, the children will lose self-esteem and may disrupt the class in order to show their unhappiness. Some teachers are not familiar with teaching disabled children, so the education is lacking for the children....
Watters, Audrey. “Why Schools Should Stop Banning Cell Phones, and Use Them for Learning.” Pbs.org. 29 July 2011. Web. 30 Mar. 2014.
Jake has experience lying to people “he took a moment or two to feel both proud and sad about his performance” (250). Unfortunately, Jake never learns his lesson “His sense of freedom swelled as he drove into the now moving street traffic, though he couldn’t stop the thought about that FM stereo radio and crushes velvet interior and the new car smell that would even make it better” (250). Jake continuous down the road he thinks is going to get him everything he wants, even though he has no job or insurance.
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.
There are many benefits for learning disabled students when placed in an inclusive classroom. Research has shown that students with learning disabilities can be supported in a general education classroom setting for the entire day with academic achievement as high as or higher than those in a separate setting (McLeskey & Waldron, 1998). There are many positive benefits which include improved social skills, stronger peer relationships, enhanced academic performance, and positive feeling about one self.
When Mariana explains her having to go to work he replying with, “That sounds boring.” (46) This shows him to be seen as a lazy man and it characterizes him well. Along with being lazy he is also an unorganized man. He explains forgetting his wallet. His excuse is being a busy musician. Along with that he is trying to get out of the situation, by implying to not inform the insurance company. It’s for sure that he is trying not to get into trouble whether that’s pass situations or for whatever the reason may be. In the story Jake is an enormous liar. Mariana asked many questions like, “you do have insurance?” (46) And obviously replied with the incorrect response he should have. He was able to get away with it and gave the wrong information. He felt bad but described as being free. When talking about this it seemed to the readers that perhaps it was flirting. The way they talked to each other and cheered the other on with the characteristics they were mentioning it could be that they were simply
The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities.
Shocking and demeaning words such as idiot, moron, and retard were once used as actual labels for disabled children in special education. “Prior to 1975, schools were not mandated to educate students with disabilities . . . . [Those with disabilities] were deemed to be uneducable and were barred from entering schools” (“Exceptional Students”).
The writer uses verbal, situational and dramatic irony to show how the life of Louise Mallard changed significantly within an hour after she heard the news that her husband had died tragically. She experienced mild grief, joy, and freedom within the period. But in an ironic twist, she also lost her new life in the same hour, when her spouse walked through the front door unhurt as he was nowhere near the accident location. Finally, this story proves that irony is a magnificent literary
Inclusion in the classroom often sparks much controversy among people. It raises the question of whether or not students with disabilities should be fully included, partially included, or not included at all in mainstream schooling. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). The different definitions tend to reflect the person's own opinions towards inclusion. Those who feel as if students should not be included in the classroom tend to focus on the negative aspects of inclusion, such as the challenges and hard work it requires. However, studies show that full inclusion has many benefits to the students, both those who are disabled and those who are not. Inclusion has shown to improve the student's social skills, encourage communication, spark laws and regulations, and improve the overall schooling experience. With a lot of time, effort, and patience, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
Have you ever heard of the gruesome Columbine High School massacre? This incident occurred on April 20th 1999 and involved two students embarking on a shooting rampage, killing twelve students, a teacher and wounding twenty three others. Unfortunately during this incident, the school's most easily accessible phone was on the other side of the school in the library. Perhaps some of these lives could have been saved if the students in this class had cell phones that they could've used to contact the authorities more quickly. The issue we are addressing today is the use of cellular devices in educational facilities. I believe that cell phone use is of extreme convenience, and has academically beneficial aspects, among it's so called "faults".
Deciding whether disabled children should be mainstreamed in traditional classrooms with nondisabled children or to be segregated in special needs classrooms is an issue ponder about since the Individuals with Disabilities Act has been passed in 1975. Mainstreaming disabled children is seen as a way to enhance disabled children's abilities such as life skills and it helps nondisabled children to learn about diversity. It also usually improves their social skills which helps them later on in life. All things considered, mainstreaming disabled children should be the ideal choice of education for disabled children instead of being in segregated special needs classrooms.
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
In an ever-changing world, the context of education continues to grow. The demand for higher, more diverse education often leaves teachers battling to acquire skills for improved classroom performance. It is crucial to recognize that the need for higher education is implied for all students, including those with special needs. “ The term mainstreaming was first used in the 1970’s and describes classrooms where students with disabilities and students who do not have disabilities are together (Mainstreaming in Classrooms, 2002. p. 1)”. Within special education the question of mainstreaming often arises as a solution for superior learning. Mainstream and inclusion programs have proven beneficial to all students, teachers and communities as a whole.
The question of young people and cell phone use and texting causing young people to be less able to concentrate and focus has always been a difficult one to answer. Technology gives teenagers so much but includes many drawbacks. Cell phone use and texting has it’s advantages such as teachers embracing tech,uses for educational purposes, and easy to use;however,some drawbacks are as socializing,time away from homework,and bad communication skills.
Electronics are a huge part of our society. “Out of the world’s estimated 7 billion people, 6 billion have access to mobile phones” (Wang). Over thousands of these cell phones are owned by students K-12. A major debate topic is should cell phones be allowed in schools? “Twenty-four percent of schools have banned mobile devices altogether and sixty-two percent allow them on school grounds, but not in the classroom” (Raths). Cell phones should not be allowed in school because children focus more on the phone than schoolwork, it will create more drama, and it promotes cheating.