Source Source Every person is born with a purpose and the ability to give to society in one way or another. It is inevitable that some may have more needs than others. Integrating children with special needs into mainstream schools, unarguably, promotes a more inclusive society.
The law also requires that: Years of research have contributed to our knowledge of how to successfully include students with disabilities in general education classes.
Listed below are the activities and support systems commonly found where successful inclusion has occurred. Attitudes and Beliefs The regular teacher believes that the student can succeed. School personnel are committed to accepting responsibility for the learning outcomes of students with disabilities.
School personnel and the students in the class have been prepared to receive a student with disabilities. Parents are informed and support program goals. Special education staff are committed to collaborative practice in general education classrooms.
Services and physical accommodations Services needed by the student are available e. Accommodations to the physical plant and equipment are adequate to meet the student's needs e. School Support The principal understands the needs of students with disabilities.
Adequate numbers of personnel, including aides and support personnel, are available. Adequate staff development and technical assistance, based on the needs of the school personnel, are being provided e.
Appropriate policies and procedures for monitoring individual student progress, including grading and testing, are in place. Collaboration Special educators are part of the instructional or planning team.
Teaming approaches are used for problem-solving and program implementation. Regular teachers, special education teachers, and other specialists collaborate e. Instructional Methods Teachers have the knowledge and skills needed to select and adapt curricula and instructional methods according to individual student needs.
A variety of instructional arrangements are available e. Teachers foster a cooperative learning environment and promote socialization. A Sample Scenario Classrooms that successfully include students with disabilities are designed to welcome diversity and to address the individual needs of all students, whether they have disabilities or not.
The composite scenario below is based on reports from several teachers. It provides a brief description of how regular and special education teachers work together to address the individual needs of all of their students.
Jane Smith teaches third grade at Lincoln Elementary School. Three days a week, she co-teaches the class with Lynn Vogel, a special education teacher. Their 25 students include 4 who have special needs due to disabilities and 2 others who currently need special help in specific curriculum areas.
Each of the students with a disability has an IEP that was developed by a team that included both teachers. The teachers, paraprofessionals, and the school principal believe that these students have a great deal to contribute to the class and that they will achieve their best in the environment of a general education classroom.
All of the school personnel have attended inservice training designed to develop collaborative skills for teaming and problem-solving.
Smith and the two paraprofessionals who work in the classroom also received special training on disabilities and on how to create an inclusive classroom environment. The school principal, Ben Parks, had worked in special education many years ago and has received training on the impact of new special education developments and instructional arrangements on school administration.
Parks works with the building staff to identify areas in which new training is needed.
For specific questions that may arise, technical assistance is available through a regional special education cooperative.Mainstreaming happens when students with special needs are taken out of the special education classrooms and placed into the regular education room.
As with any topic, there are pros and cons. Mainstreaming has its own set. Here, we will take a look at both the pros and cons to . Three days a week, she co-teaches the class with Lynn Vogel, a special education teacher.
Their 25 students include 4 who have special needs due to disabilities and 2 others who currently need special help in specific curriculum areas. Each of the students with a disability has an IEP that was developed by a team that included both teachers. Nov 02, · Integrating children with special needs into mainstream schools, unarguably, promotes a more inclusive society.
That said, this integration brings with it situations that need addressing. Administrators should consider them when including these children in a mainstream monstermanfilm.coms: Students who are taught and have explained the integration process are more likely to be positively responsive.
There are many ways that integrating student with severe disabilities or special needs can benefit all students. Students can learn proper interaction with one another.
Strategies for culturally and linguistically diverse students with special needs. Preventing School Failure, 53 (3), Diverse Students The author offers a summary of the main assessment and instructional topics connected to culturally and linguistically diverse students with special education needs.
the significance of this point, educators have suggested to integrate the special needs student into normal education settings (Smith, ).
Indeed, the topic regarding the integration of students with special educational needs into ordinary schools has been a common argument.