Mainstreaming: Special Education and Regular Classroom Essay

Mainstreaming is an important issue and realism that has a direct electrical shock on totally parties involved, including educators, learners and p arnts. Mainstreaming is a matter that has be vex very contentious and therefore it requires important aw areness and understanding from all peoples involved. One intrinsic way of gaining this understanding and sensation is by reviewing what mainstreaming really is, as wholesome as the positive and veto aspects that whitethorn arise from it. Defining the distinguish Mainstreaming.Mainstreaming, now much commonly referred to as inclusion, is thought of as the desegregation of exceptional students into level(p) learningal settings, in which emphasis is placed on participation rather than placement (Perry, Winne & Woolfolk, 2000 p. 136). A classroom that is mainstreamed, is one which includes legion(predicate) different types of learners in other words, mainstreaming is a classroom that deems students with disabilities and thos e without, as rise up as those students who are thought of as being gifted with an IQ score of above average.Disabled children in a mainstreamed classroom whitethorn vary greatly in the types of disablement they might pay off. For example, children whitethorn have one or more of the following disabilities physical, behavioral, mental or learning disability. It is evident then, that a classroom that is mainstreamed will therefore present a number of challenges for the teacher, since he or she must(prenominal) accommodate to so many different needfully of the students. The main purpose of mainstreaming is to evenly body forth and promote a typical classroom experience for all students (Lyness, 2001, p.3).However, this does not exclude the usage of outside support services much(prenominal) as teachers assistance or mental imagery rooms. thitherfore, the basic creative thinker of mainstreaming is for students to let assistance, while as well benefiting from a regular classro om atmosphere. Positive Viewpoints of Mainstreaming There are a number of interesting points that support the idea of mainstreaming. For example, in a mainstreamed classroom all supernumerary study students must have an Individual Education Program (IEP).An IEP is an annually revised class detailing present achievement level, goals and strategies, drawn up by teachers, parents, extraizer and if possible the student (Perry, Winne, & Woolfolk, 2000, p. 138). The use of the IEP is geared to meet the needs of the modified cultivation student. This is an issue that should be further educated and explained to the parties involved, most importantly the parents, since most of them flavor that their child may not be receiving the support that they need in order to perform adequately in a regular classroom.As mentioned previously, students in a mainstreamed classroom pull in support services such as teachers aids and access to resource rooms. Resource rooms are generally equipped with materials that are knowing to meet the needs of the particular(a) educational student. A student may spent as much time as they need in the resource room with a circumscribed education teacher in order to receive the extra help they need. Another point that supports the idea of manstreaming is the fact that it seems to be beneficial for all students, twain disabled and non-disabled.For example, placing supererogatory education students in a regular classroom reduces the risk of the student as being labeled or stigmatized. This point stands out clear in the statement by Perry, Winne & Woolfolk (2000) that Segregation away from the mainstream in special classes robs disabled students of the hazard to learn to participate fully in society, robs non-disables students of the opportunity to develop understanding and acceptance of the disabled, and increases the likelihood that the individual will be stigmatized (p. 139).Also, a classroom that includes and involves different t ypes of learners is one that will be more accepting of the differences present amongst the students. According to studies by Lyness (2001), research has shown that students without disabilities who are in a mainstreamed classroom accept and value the differences in their classmates, have enhanced self esteem, and a genuine capacity for friendship. It is important for students to regard the differences of their peers, which is what a mainstreamed classroom helps to accomplish.Negative Viewpoints of Mainstreaming Along with the good points of mainstreaming come a number of interesting points that do not support the idea of mainstreaming. For example, in a mainstreamed classroom a child may not feel a sense of belonging from other children. This may been displayed in the form of teasing or ridicule, in which the special education students self esteem is greatly affected. Feelings of inadequacy to keep up with non-disabled students may also arise amongst special education students.Perr y, Winne & Woolfolk (2000), state that disabled students evoke be just as socially isolated in a regular class as they would in a special education class, across the hall across the country (p. 139). Another pessimistic outdoor stage of mainstreaming is the great demand that is places on the teachers. With so few teachers available and the life-sized amount of students in need of assistance, it is impossible for teachers to focus special circumspection on individual students with special educational needs.This creates a problem for both the teacher, whose job becomes absolutely over whelming and stressful, as well as the special education student who lacks the vital support and attention that he or she may need. Mainstreaming may also place pressure on special education students. For example, a special education student may feel that he or she may have to perform at the very(prenominal) level as his or her fellow classmates even though the disability they possess prevents them from doing so.Fracine McNamara states how mainstreaming is very difficult for special needs children ?and it is hard plenteous for a regular education child to keep up with the plan and the world, it is even harder for a children with road blocks (Pantazis, 2000, p. 11). My Opinion As this paper demonstrates, I also agree that there are positive and minus aspects that are associated with mainstreaming. I do agree that children should have individual programs that support their needs, as they would receive in a special education program if these needs can be met within a regular classroom, all the better.I also view that by placing special education students in a regular classroom, this can increase their motivation to perform well in school. Often, when children are placed in special education classrooms, they do not perform to the scoop out of their ability because they are stigmatized into thinking they can not do better. I also believe another advantage of mainstreaming is t he fact that special needs children may begin to model the positive behaviors of regular studentssuch as completion of homework, improved social skills and age bewitch behaviors.This is especially important for children with behavior problems, since they often may need a positive role model in order to perform to the best of their ability. I also believe that in some cases exceptional students are very good in non-academic areas such as sports, drawing and mainstreaming allows these students to function their skills with regular students. This, in turn, is beneficial for both parties.However, I also believe that in some cases mainstreaming is not the best option for all special needs children. Some childrens needs go far beyond what a regular classroom can offer. Self-contained programs are prerequisite for these types of children, programs that teach children skills that will be useful to the in the real world, and also prepare them for community living. These life skills may in clude personal hygiene, gold managing, basic household chores and safety.Also, severely handicapped children need to be in contact with other students who share a common affliction. This is not apt(predicate) to happen in a mainstreamed classroom since regular students total special education students. By taking a closer boldness at the definition of mainstreaming as well as the positive and negative aspects associated with it, one can perhaps acquire better understanding and awareness of the issue.As this paper has demonstrated, there are both positive and negative viewpoints of mainstreaming, which in turn, cause large amounts of controversy. However, the most important issue, which must not be forgotten, is it is vital to help all students obtain the best education possible. References Lyness, D. (2001). http//www. kidsheath. org Pantazis, S. (2000). http//www. epinions. com Perry, N. , Winne, P. , Woolfolk, A. (2000). Educational Psychology. Scarborough Allyn and Bacon Canad a.