Educational Education And Special Education

1556 Words Apr 20th, 2016 7 Pages
According to the Foundation for People with Learning Disabilities, 89% of children with moderate learning difficulties, 24% of children with severe learning difficulties and 18% of children with profound multiple learning difficulties are educated in mainstream schools. Something so prevalent must surely be effective. However, that is not always the case. It’s disheartening watching these mainstreamed students struggle socially and academically. Either looked over or coddled by general education teachers; teachers without the proper training, no less, expected to properly instruct these students with intellectual disabilities. Kids that are always expected too much of or doubted indefinitely. These are the children that don’t belong in a general education classroom. While mainstreaming, the act of blending general education and special education classes, can possess benefits for both general education and special education pupils, it should not be implemented in school systems as it creates a more disruptive environment that campaigns for inhibited learning. But that’s only the inauguration of the series of issues present here. The concept of mainstreaming is based on the fact that a student with disabilities may benefit both socially and academically from being assigned to a general education classroom rather than a special education classroom (Perles). A mainstreamed student may have slight adjustments in how they are assessed, but they learn mostly the same material and…
Open Document