TRM
Posts:
4
Registered:
12/6/04
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Re: Inclusion research
Posted:
Feb 14, 1997 4:43 PM
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>Mainstreaming children with disabilities does cause some problems to arise, such as >maintaining order. As a teacher, it is your responsibility to work these difficulties >out and provide that child with the education he/she deserves. If you can not do this >you should reevaluate your skills as a teacher.
>
If, by "disabilities," you mean the marginal student who basically fits
in the class academically but has ADD or slight dyslexia, then I would
tend to say mainstream works. I don't have problems with these
students. I find that they can be easily dealt with by eye contact,
inclusion in the discussion and rapid questioning. (Keep up with their
thinking speed.) Students working together is another useful technique
since the students are all at approx. the same mental level and can
learn together.
If, by "disabilities," you mean something more serious, then the rights
of 35 to an education outweigh the rights of 1 to mainstreaming. We
should reevaluate any blanket policies of asking normal students to deal
with emotional problem students day in and day out. These students can
only be mainstreamed on a case basis and then only carefully. The
normal students have their own education to deal with and cannot be
expected to teach, counsel, or confine another student.
Mainstreaming came about because marginal students were lumped with
extreme problems and parents rightfully complained. Extreme students
should not be taught with regular students. By extreme, I might also
include the extremely bright who should be taught separately as well.
They have a right to an education and should not be forced to sit
through a year of tedious, repetitious work simply because of grade
level.
I would be interested to hear your thoughts.
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