Mainstreaming: Special Education and Regular Classroom Essay

Mainstreaming is an burning(prenominal) step up and realism that has a direct gain to on in all parties involved, including educators, school-age childs and p bents. Mainstreaming is a matter that has begin very controversial and on that pointfore it requires important knowingness and sagacity from all peoples involved. One essential manner of gaining this accord and awargonness is by reviewing what mainstreaming really is, as well as the positive and negative aspects that whitethorn arise from it. Defining the Issue Mainstreaming.Mainstreaming, now more than commonly referred to as inclusion, is thought of as the integrating of exceptional students into unshakable commandmental settings, in which stress is placed on participation rather than localization (Perry, Winne & Woolfolk, 2000 p. 136). A schoolroom that is integrated, is adept which includes many an(prenominal) variant types of learners in opposite words, mainstreaming is a classroom that accommodates students with disabilities and those without, as well as those students who be thought of as being gifted with an IQ score of supra average.Disabled children in a integrated classroom may vary greatly in the types of stultification they might have. For example, children may have one or more of the following disabilities physical, behavioral, mental or development disability. It is evident then, that a classroom that is mainstreamed get out indeed present a number of challenges for the teacher, since he or she must accommodate to so many different reads of the students. The main purpose of mainstreaming is to as softw atomic number 18 documentation and promote a typical classroom experience for all students (Lyness, 2001, p.3).However, this does non exclude the tradition of outside nutriment services such as teachers assistance or election cortege. Therefore, the raw material image of mainstreaming is for students to receive assistance, while in addition benefiting from a unconstipated classroom 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 spare education students must have an Individual tuition Program (IEP).An IEP is an annually revised program flesh out present achievement take, goals and strategies, drawn up by teachers, parents, finickyist and if possible the student (Perry, Winne, & Woolfolk, 2000, p. 138). The use of the IEP is geared to meet the necessitate of the particular education student. This is an issue that should be further educated and explained to the parties involved, most significantly the parents, since most of them feel that their child may non be receiving the support that they need in dedicate to perform adequately in a rhythmic classroom.As mentioned previously, students in a mainstreamed classroom receive support services such as teachers aids and access to resource rooms. Res ource rooms are generally equipped with materials that are intentional to meet the needs of the redundant educational student. A student may spent as untold time as they need in the resource room with a excess education teacher in order to receive the extra wait on they need. A nonher point that supports the idea of manstreaming is the incident that it seems to be expert for all students, both disabled and non-disabled.For example, placing additional education students in a systematic classroom reduces the risk of the student as being label or stigmatized. This point stands out clearly in the estatement by Perry, Winne & Woolfolk (2000) that Segregation away from the mainstream in special classes robs disabled students of the opportunity to learn to introduce fully in society, robs non-disables students of the opportunity to develop understanding and acceptance of the disabled, and augments the likelihood that the individual get out be stigmatized (p. 139).Also, a cla ssroom that includes and involves different types of learners is one that will be more accepting of the differences present amongst the students. consort 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 dream up, and a certain capacity for friendship. It is important for students to respect 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 al so arise amongst special education students.Perry, Winne & Woolfolk (2000), state that disabled students can be just as socially isolated in a unceasing class as they would in a special education class, across the hall across the nation (p. 139). Another pessimistic viewpoint of mainstreaming is the great motive that is places on the teachers. With so few teachers available and the greathearted amount of students in need of assistance, it is impossible for teachers to pore special attention on individual students with special educational needs.This creates a problem for both the teacher, whose ruminate 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 same level as his or her fellow classmates even though the disab ility they possess prevents them from doing so.Fracine McNamara states how mainstreaming is very difficult for special needs children ?and it is hard enough for a regular education child to keep up with the course of instruction 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 negative 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 believe 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 best of their ability be rationality they are stigmatized into thinking they can not do better. I a lso believe another advantage of mainstreaming is the fact that special needs children may begin to lesson the positive behaviors of regular studentssuch as design of homework, improved social skills and age appropriate 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 share 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 obligatory 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-time skills may include personal hygiene, money 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 likely to happen in a mainstreamed classroom since regular students number special education students. By taking a closer look 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 grow 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 Psycho logy. Scarborough Allyn and Bacon Canada.