The Ugly Truth About Mainstreaming Classrooms

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The Ugly Truth About Mainstreaming Classrooms Gabrielle Wooten Towson University Abstract Full inclusion classrooms hinder the disabled students’ abilities by making the students feel isolated, causing lower grades, and lacking the proper help the students need to succeed. These disadvantages and the support used proves that the segregated classroom allow the special needs students to focus and the general students to not be distracted as well. With the students undivided attention, the students’, in excluded classrooms, grades improve greatly. As more people know about full inclusion, there is more of a chance to keep it out of school systems everywhere. Introduction Full inclusion or mainstreaming classrooms is when special needs students are assimilated into a general classroom setting. On the other hand, the special needs classrooms are set aside to allow disabled students to learn at a different pace with a certified teacher. The census has reported “Of the 53.9 million school-aged children (aged 5 to 17) in the U.S. civilian no institutionalized population, about 2.8 million were reported to have a disability in 2010 ”(Brault, 2011, p. 1). These children require special attention from properly trained teachers who can help them succeed. Since the number of special needs students is on the rise, full inclusion has become a popular topic among education reformers. The full inclusion of a class can mean the difference between passing

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