Mainstreaming : The Influence Of Inclusion Based Education

Schools most frequently use them for selected students with mild to severe special needs. Inclusive education differs from previously held notions of 'integration' and 'mainstreaming', which tended to be concerned principally with disability and 'special educational needs' and implied learners changing or becoming 'ready for' or deserving of accommodation by the mainstream. By contrast, inclusion is about

One of the seen benefits of mainstreaming is that it eliminates discrimination between disabled and non-disabled students as they are being able to develop together in the same class with children the same age. UNESCO, 1994 states that “the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all.” And this will be done by having inclusive schools were disabled and non-disabled students learn together.

In 1993 a woman by the name of Dee Begg filed a lawsuit against the school district office of Baltimore County, Maryland. She wanted her son Sean, a developmentally challenged eight-year-old boy suffering from Trisomy 21, also known as Down syndrome, to be able to attend a public school with normal children. Down Syndrome is a genetic condition in which a person is born with forty-seven chromosomes instead of the usual forty-six causing both physical and mental handicaps. Children suffering from Down syndrome will often have a smaller than usual and abnormally shaped head. An abnormally large forehead, with their eyes slanting upward, small ears and mouth are just a few of the telltale signs. Children suffering from this disorder

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

In the essay, “Giving Students Room to Run” by Lorna Green, she discusses her past experience with having a “special” needs student in a general education class and the reason why she became a teacher. In today’s society, if you were diagnosed with a mental disability or autism, you will be placed in a separated classroom with other students with the same disability. I do not agree with mainstreaming “special children” because no two kids are the same. There are children that needs more attention in a classroom, that a normal student. Special education classes benefit the student with mental disability because they will be able to learn at their own pace without trying to keep up with the normal pace of general education classes. In the essay,

1. What is “least restrictive environment (LRE)”? How is inclusion different from mainstreaming? The least restrictive environment is placing a child with disability in a classroom that has other children without disabilities. Mainstreaming is when a child with disability is in a regular classroom, but then transfers to a special classroom to accommodate their disabilities. Inclusion however, allows the child to be in a regular classroom for the whole day.

Mainstreaming may not benefit the normal Ed student quite as much as the special Ed student but, it would impact their life in a different way. Further, if students

Mainstreaming with regards to education is a term that alludes to the act of instructing understudies with exceptional needs in standard classes amid particular eras in light of their aptitudes. This implies custom curriculum is conveyed outside the general classroom, where the understudy with the unique need leaves the normal classroom to go to littler, and more concentrated instructional sessions. Schools that work on mainstreaming trust that unique needs understudies "have a place" to the specialized curriculum condition.

In this debate by Robert Tomsho called Parents of Disabled Students Push for Separate Classes gives many of different stories towards exclusion (against mainstreaming). Valerie was in a mainstream environment when she was in kindergarten. She was very disruptive; she would run around the school and lash out at other teachers and classmates. She even lashed out to the point of giving a teacher a black eye. Ms. Travis says, “Valerie did not learn anything that year, she regressed.” Mrs. Travis believes that mainstreaming can actually hinder the students that mainstreaming is trying to help. Parents are now demanding segregated teaching environments wither it being separate schools or exclusive classrooms.

The definition of mainstreaming generally refers to the physical placement of students with disabilities with their non-disabled peers. The assumption is that their disabilities are able to be accommodated with relatively minimal modifications.

Many children have had learning disabilities for many years. Each year more and more of these children are being helped. Schools are working to improve their special education programs and to have all kinds of students work together in the same classroom. The practice of inclusion was started because educators felt that special needs students would achieve more in traditional classrooms with non-learning disabled students than they would in special education classes. However, research findings suggest that there really is no difference in academic achievement levels for special needs students when they are placed in regular classrooms.

For many years special education children have segregated in their own learning facilities with their aid and other special education children. However, in the last decade do too the increasing benefits noted that special education students receive from mainstreaming it has caused an increase in schools partaking.

My personal interpretation of this survey in relation to the mainstreaming situation is very direct. Many educators feel the learning disabled students are different from the other students. They lack the skills to succeed, therefore the classroom needs to be adjusted for them. Almost half of the educators felt the students could remain in the general classroom, while about a quarter of them wanted the learning disabled removed and another quarter would allow the student to remain if he met certain factors. Those teachers who did not want to conform and allow the student to remain need to be presented with options for adapting their methods of academic presentation, infiltration to peer discussion groups and evaluation procedures.

A lot of people do not agree with inclusion in classrooms. They say, “the disabled student might be disruptive” or “the other students might get upset when the teacher has to slow down for the disabled student.” All students have their right to an education, whether it be inclusive or not. If a student is disruptive, the teacher should be able to handle it. Although people think inclusion has many disadvantages, there are far more advantages and benefits for all students, teachers, families and even for communities. Since everyone can benefit from inclusion,  we as society should make schools and communities inclusive.

Every child has the ability to learn, but the way a child learns and processes knowledge can be very different, especially for a child with special needs. (Mainstreaming Special Education in the Classroom) As a society we owe all children the chance to reach their full potential, thus we must set up an environment where this accessible. Integrated education unarguably allows the must vulnerable and excluded children this chance. According to Inclusiveschools.org, “Inclusion” does not simply mean placing students with physical or mental disability in general mainstream classrooms, but rather offers fundamental change to school community and how children learn altogether. Effective models of inclusive education according to various sources, is the right model of education for special needs students because it allows greater access to mainstream curriculum, preparation for integration in an inclusive society, and promotes a tolerant and inclusive society. (Full inclusion: Has its time arrived?, The Benefits of inclusive Education.)