Mainstreaming/Inclusion

From WikEd

1 Descriptions, definitions, synonyms, organizer terms, types of
2 Application in classrooms and similar settings
3 Evidence of effectiveness
4 Critics and their rationale
5 Alternative explanations due to Diversity considerations
6 Signed "life experiences", testimonies and stories
7 References and other links of interest

[edit] Descriptions, definitions, synonyms, organizer terms, types of

In 1975 the Education for All Handicapped Children Act (EAHCA) and subsequent amendments which changed the name of that Act to the Individuals With Disabilities Education Act (IDEA) changed public education forever.

The IDEA requires that children with disabilities be educated in regular education classrooms unless "the nature and severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." This means that schools have a duty to try to include students with disabilities in the regular general education classes.

[edit] Application in classrooms and similar settings

The responsibilities of teachers seem to be increasing at the same time as resources for education are diminishing. With the current trend toward inclusion -- placing special-education students in regular classes -- educators often find themselves teaching students with problems they have little preparation for dealing with.

The strategies below will help regular-education teachers ease special-education students' transition to regular classes.

Give the student clear and simple directions. State directions with a minimum of words. If you go over every detail, he might miss key points. You might have the student repeat directions so you are confident he understands them. If you are explaining a complex task, give him one or two instructions at a time. You also might demonstrate directions and then have the student follow them while you observe him.

Provide the student with a classroom buddy. The buddy should be a mature, responsible classmate who can help the student with classroom tasks when you are unavailable. A variation of this strategy is to group students at tables, with students expected to help one another when questions or problems arise.

Break a task into smaller, more doable parts. Special-needs students might be overwhelmed by large or complex tasks. Feeling there is little chance they can finish the task, they might give up quickly or not even attempt it. Breaking tasks into more manageable parts might give the student more confidence that he can complete them successfully. As an example, rather than giving him a whole page of math problems to do at once, assign two or three problems, check his performance, and then assign a few more. (Dr. Ken Shore's Classroom Problem Solver Ten Mainstreaming Strategies)

[edit] Evidence of effectiveness

Research on Inclusion

Kochhar, West, and Taymans (2000) draw from the research to conclude that the benefits of inclusion across grade levels far outweigh the difficulties inclusion presents. For example, they believe that for students with disabilities, inclusion:

facilitates more appropriate social behavior because of higher expectations in the general education classroom;
promotes levels of achievement higher or at least as high as those achieved in self-contained classrooms;
offers a wide circle of support, including social support from classmates without disabilities; and
improves the ability of students and teachers to adapt to different teaching and learning styles.

The authors further contend that general education students also benefit from inclusion. For these students, inclusion:

offers the advantage of having an extra teacher or aide to help them with the development of their own skills;
leads to greater acceptance of students with disabilities;
facilitates understanding that students with disabilities are not always easily identified; and
promotes better understanding of the similarities among students with and without disabilities.

Research appears to support many of these claims. Walther-Thomas et al. (1996) found benefits for both special and general education students in a three-year study of elementary inclusive settings where co-teaching was practiced. Improvements in social skills for special education and low-achieving students were found, and all students were reported to have developed a new appreciation of their own skills and accomplishments. In addition, all learned to value themselves and others as unique individuals. In a review of research on inclusion at both the elementary and secondary levels, Salend and Duhaney (1999) also report that academic performance is equal to or better in inclusive settings for general education students, including high achievers. Social performance also appears to be enhanced because students have a better understanding of and more tolerance for student differences.

[edit] Critics and their rationale

Elizabeth Lismore has a daughter, Louise, age 8, who has difficulties with speech and language. At the moment, her parents say she is thriving in a special language unit within a mainstream primary school.

"I strongly feel that the government's drive to inclusive education for all SEN (special needs) children is a well-meaning but misguided strategy. It does not put the child's best interests first. There is no way at the moment that an SEN child will receive the input they need to achieve their full potential in a mainstream classroom. The pressures of dealing with 30 children often in cramped conditions with shared resources and a prescriptive curriculum that strangles any attempt to explore means that these children will only ever receive second best."

Both general and special educators feel that knowledge barriers also exist in inclusive classrooms. In many cases, general educators do not feel that they have received the necessary training for working with students with special needs. Conversely, special educators may be at a disadvantage in middle level classes if they are not content experts and may thus be placed in more of a consultant's role.

[edit] Alternative explanations due to Diversity considerations

[edit] Signed "life experiences", testimonies and stories

I've had both positive and negative experiences with inclusion students in my classroom. On the positive side, I've seen the rest of my class learn that students with special needs are not much different from themselves. These children have the same kinds of feelings, want to make friends, and can pretty much have the same kinds of classroom and life experiences as their peers. Due to their interaction with inclusion students, I've noticed my class is more accepting, kinder, and friendlier to inclusion students compared to other classes who don't have the same experience. As for the inclusion student, he/she receives an education in the least restrictive environment that helps them to reach their full potential. I feel my positive and accepting attitude I model in class toward inclusion students have helped develop a caring environment for the whole class.

On the other hand, the negative experiences I've had with inclusion students has mostly to do with the amount of time and attention that needs to be devoted to an inclusion student (even if they also have an aide). In my school district, teachers attend a weekly meeting with the social worker, speech pathologist, physical therapist, occupational therapist, etc. These meetings might last 30 min. - one hour and require the teacher to develop lesson plans for a substitute while she is gone from the class. In addition, the teacher needs to come prepared to share how the child is doing in class in each subject area. The meeting can be helpful in that it allows interaction and group discussion on how to make the best learning experience for the child and how to deal with behavior concerns. However, it can be taxing on the teacher because it requires the teacher to do extra lesson plans and planning. In addition, the students in the class do not receive the benefit of receiving their lessons from the regular classroom teacher. - Tricia Pearl

I would have to say I agree whole-heartedly with Trisha. It is great to have the "lower level” students mixed in with the rest of the student body. Most of the time these students are accepted by their peers. Students find new friends, and most of all, these Special Education kids sometimes bring a different perspective to the discussion. They surprise themselves when they are able to add to the discussion. It gives them a sense of pride and some confidence. The main drawback is when the Special needs student has no desire to be in the class. I have had students refuse to do work and still expect to pass. The sad thing is by law we have to pass them What does that tell the other students in the class. – Dale Donner

I agree wholeheartedly with this thread of discussion, at least where it applies to learning disabilities. However, what about behavioral disorders? I have noticed a trend in the past 10 years that more and more inclusion of children with behavioral problems is occurring. Even with an aid, the disruptive behaviors can have a severe impact on the ability of the other children to learn and the teacher to educate. I believe in this case that greater success can come from placing these children in situations where they have higher teacher to student ratios, greater support staff (behavioral specialists) and improved training for all of the staff. One such environment that has had tremendous success is Cunningham Children's Home. With behavior modification and incentives, they are often able to re-integrate the students back into mainstream populations with much success. - M Cornell