INCLUSION AND MAINSTREAMING SPECIAL NEEDS IN EDUCATION

1. INCLUSION AND MAINSTREAMING SPECIAL NEEDS IN EDUCATION By Michelle Browning and Jamie Smith

2. Standard, Description and Rationale • Standard #4: Content Knowledge • The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. • This project pertains to Standard #4 because we will be researching and assessing certain concepts regarding mainstreaming special needs in education. This also will give us an idea about creating different learning experiences and thus making it accessible and meaningful for learners to assure mastery of content.

3. Mainstreaming what? • Mainstreaming Generally, mainstreaming has been used to refer to the selective placement of special education students in one or more "regular" education classes. Proponents of mainstreaming generally assume that a student must "earn" his or her opportunity to be placed in regular classes by demonstrating an ability to "keep up" with the work assigned by the regular classroom teacher. This concept is closely linked to traditional forms of special education service delivery. • Inclusion Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students). Proponents of inclusion generally favor newer forms of education service delivery. • Full Inclusion Full inclusion means that all students, regardless of handicapping condition or severity, will be in a regular classroom/program full time. All services must be taken to the child in that setting. • In addition to problems related to definition, it also should be understood that there often is a philosophical or conceptual distinction made between mainstreaming and inclusion. Those who support the idea of mainstreaming believe that a child with disabilities first belongs in the special education environment and that the child must earn his/her way into the regular education environment. • In contrast, those who support inclusion believe that the child always should begin in the regular environment and be removed only when appropriate services cannot be provided in the regular classroom • From the Wisconsin Educational Association Council

4. Is it the right time? • In a report by Jennifer Medina for the New York Times (2010), 250 schools in the New York City public school system was asked to allow more students with disabilities to enroll rather than send them to other schools specifically designed for special education students. All besides the most severely disabled will be mainstreamed. This article is specific to New York City, but the concerns are valid for any school system. • This is a big concern for the school system for many reasons • Many of the principles are not familiar nor properly trained to work with children who have special needs. • Some special education advocates worry that mainstreaming at this time as well as the “day-to-day issues and impending budget cuts” will cause principles to have too much on their plate at one time • ''If kids are stuck in schools that don't have the capacity to serve them and are denied requests to move elsewhere, that would be falling worse than flat.” (Medina 1)

5. Do the Students Benefit? • Laura Rodriguez the deputy chancellor for special education remarked, ''There has never been a golden age of special education,'' Ms. Rodriguez said. ''For the vast majority of students, there's no reason they cannot be in a regular classroom setting if they get what they need.'' • The belief is that the students can get special services while also being in a general education classroom. They do not need to be separated from society, and thus being in a general education class room they will greatly improve their social skills and be better equipped to survive in the “real world.” • As stated by the Wisconsin Education Association Council, there are “those who believe that all students belong in the regular education classroom, and that ‘good’ teachers are those who can meet the needs of all the students, regardless of what those needs may be.”

6. Is it Backed by the Law? • The Individuals With Disabilities Education Act (IDEA), as amended in 2004, does not require inclusion. • Section 504 of the Rehabilitation Act of 1973Section 504 requires that a recipient of federal funds provide for the education of each qualified handicapped person in its jurisdiction with persons who are not handicapped to the maximum extent appropriate to the needs of the handicapped person. • 9th Circuit Court established a four-part balancing test to determine whether a school district is complying with IDEA. The four factors were as follows: • The educational benefits of placing the child in a full-time regular education program; • The non-academic benefits of such a placement; • The effect the child would have on the teacher and other students in the regular classroom; • The costs associated with this placement • Retrieved from the website for the Wisconsin Education Association Council

7. Pros and Cons of Mainstreaming for Students Pros • Allows special needs children to be in an environment that is more natural. • It helps children with special needs be able to socialize better and gives them greater opportunity for it. • Helps build understanding of special needs and disabilities for “normal” children when they are exposed to children with disabilities in the classroom. Cons • The rate that disabled students that drop out is twice as much as regular students. • Children that need specialized services are less likely to receive them if they are mainstreamed. • Most of the teachers are not trained to work with students with disabilities. • Some students feel like they are not receiving as much attention from the teacher as the special needs students. (Lawrence, C., & Media, D) Koch, K. (2000, November 10).

8. What about you? • Think of yourself, if you were the parent of a special needs student, what would you prefer for your child? • Think of yourself, if you were a general education teacher, how would you feel about having special needs students mainstreamed or included in your class, having little special education experience? • Think of yourself, if you were a student with special needs, how would you feel being mainstreamed or being even being in a special needs class?

9. . References Lawrence, C., & Media, D. (n.d.). Retrieved November 9, 2013, from http://everydaylife.globalpost.com/advantages-disadvantages-mainstreaming-special-education-children-25659.html Advantages & Disadvantages to Mainstreaming Special Education Children. In global post. Stout, K. S. (n.d.). Retrieved from http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education /special_education_inclusion.aspx Koch, K. (2000, November 10). In CQ Reasearcher. Retrieved November 10, 2013, http://library.cqpress.com.indianapolis.libproxy.ivytech.edu.allstate.libproxy.ivytech.edu/cqresearcher/document.php?id=cqresrre2000111000&type=hitlist&num=0#.UoAFrOLCnjA Do students with disabilities get the help they need? Medina, J. (2010, April 29). For city schools, a mainstreaming on special needs. The New York Times, pp. 1-5.