| Special Education & Mainstreaming | | | | equipped, and lead by a certified instructor, are now |
| In the district I work in, just like others across the United | | | | seeing their students in a classroom where they feel |
| States, Visit Here education departments have been | | | | they are competing rather than learning. For example, |
| dismantled and special education certifications have | | | | some mainstreamed students will speak with me |
| been debunked. | | | | personally about how they "just aren't getting it" but |
| Because special education certifications no longer | | | | cannot ask questions during class for fear of being |
| carry the same weight as other teaching licenses, said | | | | branded an "outcast" by peers who are moving at |
| educators no longer have the right to teach their own | | | | their normal pace. Other special needs students, |
| classes. This has lead to most special education | | | | especially ones with violent tendencies, also put other |
| students being taught in regular education classrooms. | | | | students as obvious risk, even with two support |
| This type of inclusion does not always work. | | | | teachers in the classroom. |
| In theory, this form of mainstreaming may seem ideal | | | | While mainstreaming may seem appropriate as per |
| for special education students, since they are now in | | | | the parents, mainly because this means the state and |
| an environment with their peers and have the support | | | | federal governments are giving their child a free |
| of another teacher in the room that will adhere to all | | | | education, this act is taking away from "normal" |
| IEP requirements, including test modification and | | | | students, even gifted ones. In my old high school, for |
| extended testing time. In practice, however, this only | | | | example, we had an ADHD student in our classroom |
| furthers the euphemism of the dreaded No Child Left | | | | mainstreamed over from the special education |
| Behind Act, which seeks to dismantle the public | | | | department. This student exhibited all the signs of |
| education system through unattainable goals of | | | | ADHD, including constant fidgeting, inability to |
| proficiency for all students by 2014. This can also | | | | concentrate on the main lecture of the class for too |
| further isolation of the aforementioned students and | | | | long, and made constant interruptions throughout the |
| distractions to regular education peers, resulting in | | | | class, making it nearly impossible for the educator to |
| stagnated social development and more frustration. | | | | teach other distracted regular education students. We, |
| Money and Education | | | | as teachers, cannot slow down a classroom's pace if |
| Some mainstreamed students do very well in a regular | | | | 89% of the students are comprehending the material |
| education classroom, provided they have assistance in | | | | while another 11% is struggling and distracting others. |
| implementing their IEPs, but not all special education | | | | Tricks of the Trade |
| students work well in this type of environment. | | | | Some students who are mainstreamed can learn in a |
| Most districts hope to save money by placing disabled | | | | regular education environment and then seek external |
| children out of the small, specialized classes that many | | | | assistance through learning support teachers; other |
| of them need to succeed, and instead educate them in | | | | students, however, with more immediate needs, cannot |
| a classroom where they will compete with | | | | or will not be their own self-advocates and therefore, |
| non-disabled peers. About 5 1/2 million children — 11 | | | | help will be given too little too late. |
| to 12 percent of the average public school's population | | | | In media, the kid in the wheelchair has become a kind |
| — are categorized as having special needs. The U.S. | | | | of mascot, beloved by all in his gang, but this is only a |
| Department of Education estimates the cost of | | | | fragile and idealized image. In a real-life classroom |
| educating the students is at about $30 billion annually, | | | | where all of the children are non-disabled except the |
| up from about $1 billion 20 years ago. This 22 percent | | | | one who drools uncontrollably, who hears voices, blurts |
| of total education spending is then educating less than | | | | inappropriate statements out, or who can't read a |
| 13 percent of the children, with about three times as | | | | simple sentence when everyone else can, further |
| much spent on each full-time special-education student | | | | isolates himself, becomes secluded, will not ask for aid, |
| as on each regular-education child. | | | | and eventually close up to any other assistance |
| On the other hand, some parents and teachers see | | | | offered since he/she is already branded "stupid." |
| this as beneficial, because it allows the special child to | | | | If these students feel the world is against them, and |
| interact with other "normal" children and therefore learn | | | | that if they open their mouth they will be ridiculed, it is |
| at the same pace; however, this mentality about | | | | easier for them to escape by pretending to be invisible |
| special needs students implies that disabilities are due | | | | and only look as if they understand. Regular and |
| to a lack of motivation rather than caused by biological | | | | special education teachers can only do so much for a |
| imbalances or mental disturbances. | | | | disabled student who will not open up, or who are |
| Mainstreaming is being justified by the notion that | | | | smart enough to fake comprehension. |
| segregation is damaging, since it promotes isolation and | | | | Options and Conflicts |
| stereotypes, and that diversity is an undeniable social | | | | By placing said type of student into a regular education |
| good. However, if this is the rhetoric we are forced to | | | | classroom, an environment that may seem threatening |
| adhere to as teachers, we and the other special | | | | at times, the student may feel the content of the class |
| education teachers we work with can offer all the | | | | is too overwhelming. If there is no other place for the |
| support and help we have access to, but some | | | | student to go except an alternate setting, which might |
| students who are developmentally delayed will not be | | | | not be the most suitable environment, but also since |
| proficient, no matter how much support is laid at their | | | | the education facility lacks any other transitional |
| feet. | | | | curriculum, which used to be the special education |
| Why does everyone get it but me? | | | | department, the student is faced with two |
| Mainstreaming does not always produce efficient | | | | less-than-perfect options: a regular education class that |
| results. Parents who have seen their special student | | | | "goes too fast" or an alternate setting that "goes too |
| flourish in a special environment, one that is small, | | | | slow. |