Special Education and Main-streaming
Main-streaming is the inclusion of special education students in general educational classrooms. It has been widely debated as to how successful students can be using this system. In this article, I give some personal insight to my feelings on main-streaming.
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Main–streaming is intended to overcome unpleasant effects of special needs classes. Many students with mild to moderate learning disabilities spend at least 40 percent or more of their school time in regular class rooms.
Main-streaming has helped my son’s friends get past any social stigmas or prejudices they may have about people with disability issues. In turn, it is the children in regular education class rooms that typically educate their parents whom many have never been around people with disabilities. One of the greatest benefits of all is socialization and increased self-esteem.
My son Chris Jr. made friends this past year with kids in general education by participating on the varsity basketball team. He is certainly not a shy young man as he sits with anyone at lunch that will let him. His friends have learned to over look his statements that appear odd, immature or out of context. He has three girlfriends that follow him around even though it makes his girlfriends that are in his special education classes jealous. Last week he even asked the most popular girl in school to go with him to the 8th grade dance.
According to Rathus (2006) “Some studies indicate that disabled children may achieve more when they are mainstreamed (e.g., Truesdell & Abramson, 1992). But other studies suggest that many disabled children do not fare well in regular classrooms (Brady et al., 1988; Chira, 1993). Rather than inspiring them to greater achievements, regular classrooms can be overwhelming for many disabled students (Chalfant, 1989)”.
As many of my friends may know, Chris Jr. has autism. Many of these children including my son have trouble in regular education classrooms but fare well with accommodations such as one-to-one teacher’s assistant to student ratio. Simple accommodations can be made such as tailoring classes to fit everyday life. If the goal is to understand how to use money, then adjust the math assignments to fit money issues such as addition/subtraction and learning about debits and credits. If a calculator is needed as an accommodation, make sure it is written in the Individual Education Plan which is an agreed upon legal contract between the parents and the IEP team (parent, special education teacher, psychologists, speech therapists if needed, and anyone else relevant to the child’s personalized educational plan).
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For more disability related articles see:
Jessica’s Early Years with Autism
Jessica’s Years with Autism: Age 3-9 From Her Father’s Perspective
Jessica’s Teenagers Years: Growing with Autism
Special Education and Secondary Transitional Services Policies
The Governing Body for Special Education and Its History
Special Education Secondary Transition Funding
Can Students Receive Transion Services Under Section 504 Law?
Who is Involved in Special Education Planning?
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Published in: Family
Comments: 26 | Post a CommentPost a Comment
papaleng | Jun 23, 2009 | Reply
another interesting article with a great message.
Karen Gross | Jun 23, 2009 | Reply
Good article – there are certainly pros and cons for both sides. I think that this decision needs to be made on a case by case basis – try mainstreaming, and if it is a good fit – great. It also depends on the resources available to the teacher. If a disabled student can have a full time tutor/care giver, mainstreaming can work quite well. But if the student is overwhelmed, or ostracized by the other students, then s/he should be placed back in special education.
Chris Stonecipher | Jun 23, 2009 | Reply
Papaleng,
Thanks again for your continued support and friendship.
Blessings to you,
Chris
Chris Stonecipher | Jun 23, 2009 | Reply
Karen,
Yes, it should be a case by case basis. I know budget cuts have affected how many teachers’ assistants are hired by school districts. Thanks again for your kind comments and support.
Bless you,
Chris
Joie Schmidt | Jun 23, 2009 | Reply
Interesting subject and thoughts – thank you for sharing.
Blessings.
Sincerely,
-Liane Schmidt.
Jamie Myles | Jun 23, 2009 | Reply
Thank you for an excellent article. It is a very important subject to write about. Our children are our most precious concern and they all should be given the resources that help them the most.
goodselfme | Jun 24, 2009 | Reply
YOu have presented much info and I especially like the personal influences. WEll done, my friend.
Tony | Jun 25, 2009 | Reply
What is dangerous in any policy dealing with children with special needs is generalisation. The range of requirements is so vast that each person needs to be dealt with individually. Even children with the same condition may have vastly differing requirements. Full mainstream integration is great for those individuals who can accommodate it. As a general policy it risks alienating those who do need extra help.
I am however, all in favour of integrating special schools on the same campus as mainstream ones and integrating pupil activities as much as possible. Full integration is not appropriate for all.
I write as the parent of a child with special needs.
It’s ‘insight’ by the way. Incite is stirring up a mob (grin).
thestickman | Jun 25, 2009 | Reply
Well done.
Juancav | Jun 25, 2009 | Reply
Informative article for me.
BlogUrl1 (JMom) | Jun 25, 2009 | Reply
I have always been for main steaming for selfish reasons. My girls are not disabled but they have experienced having another student with a disability in their classroom.
Not only do they learn compassion, they also learn tolerance and even some added self confidence.
This was a very well written and informative post. Thanks for sharing your son’s story.
Ruby Hawk | Jun 26, 2009 | Reply
I have never given it much thought but yes, if a disabled student is able to carry on in a regular class room, I think it would be a good thing.
sheba | Jul 11, 2009 | Reply
Very good write. thanks for sharing!
Anne McNew | Jul 19, 2009 | Reply
nice write. thanks for the information shared
Melody SJAL | Jul 22, 2009 | Reply
That’s very interesting, thanks for sharing.
revivor | Jul 23, 2009 | Reply
interesting – my eldest (16) has autism too
Our experience was that at an inclusive school he was excluded while at the special school he was included!!
Ironic but true!!
Chris Stonecipher | Jul 23, 2009 | Reply
Revivor,
I believe your experience as it has also be common with other friends I have in our area. Do you have family and community support for yourself and your eldest?
Bless you,
Chris
Athlyn Green | Aug 23, 2009 | Reply
A wealth of information. Bookmarked.
Chris Stonecipher | Aug 24, 2009 | Reply
Athlyn,
There are so many children with disabilities that are under served and discriminated against as far as their right to a free and appropriate education. My wife and I have made a life long commitment to give back as our community has helped us through trying times while we raise 3 children with autism. Thanks for the bookmark.
Blessings,
Chris
Olivia Reason | Sep 17, 2009 | Reply
Informative article.
Chris Stonecipher | Sep 17, 2009 | Reply
Thank you Sharazad for reading and commenting on my article.
Blessings,
Chris
Netty net | Mar 14, 2010 | Reply
Year ago I was in special education. I was in special education all my life. and it has advance and dis advances.
florida web design | Jun 22, 2010 | Reply
Main-streaming is the inclusion of special education students in general educational classrooms. It has been widely debated as to how successful students can be using this system. In this article, I give some personal incite to my feelings on main-streaming.
English course | Jun 22, 2010 | Reply
Special Education and Main-Streaming
Bruce Officer | Nov 11, 2010 | Reply
I have mixed feelings. My son (autistic) went from a dedicated special needs primary school to an autism base in a mainstream secondary school (with inclusion in mainstream classes). He lasted one year. He came on leaps and bounds socially but fell further and further behind academically to the point where teachers weren’t able to pace material slowly enough for him. After that one year he went back into dedicated special needs education.
I don’t regret that year, as it made such a difference socially, but he couldn’t have stayed their for his entire secondary school education.
Chris Stonecipher | Nov 11, 2010 | Reply
@Bruce Officer,
It is true that mainstreaming may not be for all special needs students for academic reasons but i am glad that your child got that experience for social reasons. Bless you,
Chris