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Contents contributed and discussions participated by Karlee Verhaagh

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Mainstreaming Children with Disabilities: Is it in the Child's Best Interest? - 0 views

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shared by Karlee Verhaagh on 05 Feb 13 - No Cached
  • Those students that are mainstreamed feel self conscious or rejected by non-disabled students. Children with disabilities feel embarrassed by the additional help provided to them in the classroom. Children with disabilities may feel more comfortable in an environment where the same students are working together on the same level.
  • Children that are mainstreamed may require more time and attention taking away from the needs of the rest of the class. Some children with disabilities may not combine well with other students depending on their disability. Teachers may not have the training or education to teach some children with disabilities. General education standards may be lowered to the level of the least able student setting the entire class back.
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What Are the Disadvantages of Mainstreaming Disabled Children in Regular Classrooms? | ... - 0 views

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  • placing children with special needs in regular classes. The hope is that this practice will improve the child's self-esteem and boost academic achievement while still providing special attention from educators. However, some argue that the disadvantages of mainstreaming outweigh the benefits.
  • including a child with disabilities in a regular classroom will slow other children in the classroom to his pace of learning. Properly challenging non-disabled children while helping a disabled peer in the same classroom may turn out to be too difficult for a teacher to manage.
  • Because disabled students often have social difficulties, they may end up as outcasts in the classroom and become more isolated than before they were mainstreamed. They may end up as targets of bullying, which may cause a regression in learning ability.
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  • Some also worry that disabled students will feel inadequate or inferior if placed in a learning environment next to their non-disabled peers. The child may feel different and alone, making it even more difficult to concentrate on work. Opponents feel that mainstreaming, intended to help boost children's self-esteem, will do the opposite.
  • Some argue that educators will have to spend more time on the disabled student in regular classrooms, neglecting the other students in the class who are not disabled. Also, many teachers don't have the training to equip them to deal with those with special needs, and they may give these students inadequate education or become frustrated at their slow pace of learning.
  • schools would need to spend extra money on training teachers to teach both a regular class and assist special needs students. Many schools are already strapped for funding, and those who are opposed to mainstreaming argue that saddling the budget with special training for many teachers is unnecessary and that better and cheaper alternatives exist.
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Perceptions Regarding Advantages and Disadvantages of Mainstreaming Children with Disab... - 0 views

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  • inclusion is a relationship between two classes that
  • exists when all members of the first class are also members of the second
  • nclusion in a classroom setting is considered placing a child in a classroom with the least
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  • restrictive environment that is most appropriate to the particular child
  • getting a lot of
  • attentio
  • th mainstreaming students with disabilities into standard
  • n because it is dealing wi
  • having them participate in specialty classes that are in separate rooms from
  • classrooms instead of
  • the rest of their peers
  • There are laws protecting children that have disabilities and there are many rules and regulations that need to be taken into account in order to meet the requirements of mainstreaming children with disabilities in the classroom and for school-related activities.
  • The Education for All Handicapped Children Act (Public Law 94-142) was passed in 1975 and became effective in 1977. This act was the first of its kind to protect all eligible students of school age who had disabilities that affected classroom performance. The law is now called the Individuals with Disabilities Educational Improvement Act (IDEA) and was recently amended in
  • 2004. It is now considered the foundation for special education practice and policy (ACA Encyclopedia of Counseling, 2008).
  • IDEA (2004) requires that all eligible children with disabilities between the ages of 3 and 21 receive a free, appropriate public education based on their individual educational needs.
  • There are two types of parents in this situation. First, there is the group of parents who have children that have some fOim of cognitive or physical disability that may limit their educational functioning. The second group of parents includes those who have children that are deemed non-disabled. Both groups of parents have been questioned about how they feel about inclusion in the classroom.
  • Parents have expressed concerns about their child being in a classroom with children who have disabilities. However, research has shown that non-disabled children being in a classroom with disabled children can provide them with an opportunity to learn about disabilities, capabilities of people with disabilities, and how important integration is
  • The parents of children with disabilities already have so much to worry about when it comes to the needs of their child. In many cases, these parents have been dealing with issues from the disability of their child since the day their child was born.
  • to inclusion may include smaller class sizes for more one-on-one attention available for the child or access to specialized equipment that is readily available in the classroom to assist the child with the task at hand.
  • Since each case is circumstantial, the voice of the parents can be an important paIi of their child's success in the classroom. From the perspective that they provide, educators might determine the critical information that can better assist in helping the child with disabilities.
  • Parent observations, opinions and input are all critical to the development of the plan for inclusion in traditional classroom settings.
  • The most important factors parents are often wOlTied about for ensuring their child's success in a mainstreamed setting is the support that the teacher offers the child when they need it, and the level of training that the teacher has received to work with their child
  • Assumptions and Limitations
  • Inclusion:
  • Mainstreaming:
  • Physical Disability:
  • Cognitive Disability:
  • Special Needs:
  • Standard Classroom/Traditional Classroom Setting:
  • Social Aspect:
  • The laws that protect children with disabilities, clearly states parents have the right to be involved in planning for the best education for their child.
  • History and Legal Mandates
  • Least Restrictive Environment
  • Concerns Regarding Mainstreaming Children
  • Parents Positive Perspectives of Mainstreaming
  • Parents Negative Viewpoints on Inclusion
  • Chapter III: Summary and Recommendations
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