In a perfect world of education, mainstreaming, inclusion, resource
room, pull out programs and the likes would not exist. But the world
that we live isn’t perfect. Children with special needs are part of this
world.
To receive special education services, a student must demonstrate a disability in one of 13 specific categories, including autism, developmental disability, specific learning disability, intellectual impairment, emotional and/or behavioral disability, speech and language disability, deaf-blind, visual impairment, hearing impairment, orthopedic or physical impairment, other health impaired (including attention deficit disorder), multiple disabilities and traumatic brain injury. Depending on the students’ individual needs, they may be included, mainstreamed, or placed in a special school, and/or may receive many specialized services in a resource room or self-contained classroom. www.understandingspecialeducation.com/
Mainstreaming in special education practice is educating students with special needs in regular classes during specific time periods based on their skills. This is when regular education classes or students are combined with special education classes or students to study and interact in a regular classroom. Schools that practice mainstreaming believe that students with special needs who cannot function in a regular classroom to a certain extent belong to the “special education environment”.
The idea of mainstreaming special education students into a general education classroom has become prevalent in the news in the past few years. The claims of those supporting the program and those against the program are both strong, yet it is obvious that under the right circumstances the program is proven effective. Allowing special education students into a general education classroom is a rewarding experience for both those with disabilities and those without. The idea of mainstreaming puts special education students in the “least restrictive environment,” which is where the law states special education students are to be. Least Restrictive Environment is concerned with providing the most appropriate education placement for students with special needs. If special steps are taken to insure that the student feels comfortable in the classroom and all of his needs are met, mainstreaming is an effective measure for helping special education students prepare for the real world. “Segregation settings may be more comfortable, but what will happen to the kids when they get out? They should be exposed to as much of the real world as possible” (Saslow, Linda).
To receive special education services, a student must demonstrate a disability in one of 13 specific categories, including autism, developmental disability, specific learning disability, intellectual impairment, emotional and/or behavioral disability, speech and language disability, deaf-blind, visual impairment, hearing impairment, orthopedic or physical impairment, other health impaired (including attention deficit disorder), multiple disabilities and traumatic brain injury. Depending on the students’ individual needs, they may be included, mainstreamed, or placed in a special school, and/or may receive many specialized services in a resource room or self-contained classroom. www.understandingspecialeducation.com/
Mainstreaming in special education practice is educating students with special needs in regular classes during specific time periods based on their skills. This is when regular education classes or students are combined with special education classes or students to study and interact in a regular classroom. Schools that practice mainstreaming believe that students with special needs who cannot function in a regular classroom to a certain extent belong to the “special education environment”.
The idea of mainstreaming special education students into a general education classroom has become prevalent in the news in the past few years. The claims of those supporting the program and those against the program are both strong, yet it is obvious that under the right circumstances the program is proven effective. Allowing special education students into a general education classroom is a rewarding experience for both those with disabilities and those without. The idea of mainstreaming puts special education students in the “least restrictive environment,” which is where the law states special education students are to be. Least Restrictive Environment is concerned with providing the most appropriate education placement for students with special needs. If special steps are taken to insure that the student feels comfortable in the classroom and all of his needs are met, mainstreaming is an effective measure for helping special education students prepare for the real world. “Segregation settings may be more comfortable, but what will happen to the kids when they get out? They should be exposed to as much of the real world as possible” (Saslow, Linda).
