Mainstreaming in the Classroom

Mainstreaming students in the classroom is the practice of educating special need students of all sorts of disabilities in a general education classroom. It has been a very controversial topic generating intense disagreement between administrators, educators and parents within the school system. Every student is entitled to an education that maximizes his/her potential. However, on the issue of mainstreaming, one must make a clear conceptual separation of what is “right” or “just” in an ideal world.

Though the good may weigh out the bad or vice versa, the outcome of mainstreaming differs depending on the issue that arises of a special needs child as well as general education students. Studies show that mainstreaming can help special need students develop greater self-confidence, skills and independency. Classes with mainstreaming bring students together and learn to understand and appreciate one another, learning to accept individual differences an being comfortable around others who do not fit the mold of a “normal” general education student.

Ms. T*, a special education teacher for the past fifteen years feels the middle/average groups benefit from repetition and different teaching methods offered to IEP students. “The more advanced students do suffer. Even in a class that has differentiated instruction. The advanced student often doesn’t receive enough attention and their needs are not met. On the other hand, if the IEP student has a behavioral problem and distracts the class then everyone suffers and loses.” She continued to explain, “If a teacher of a special class is good then a special education class is very successful for LD students and minor behavioral issues.”

Special needs students who are placed in the mainstreamed classroom curriculum are lowered so they can “progress.” “They keep lowering the levels in order to mainstream more children. At first it was 85, and then they changed it to 80. Now the children just need to score a high 70,” explained Ms. Clifford a teacher who has mixed emotions dealing with mainstreaming children in the classroom. She currently teaches two high school CTT classes and finds students who have basic knowledge of the content are able to be very successful when given proper modifications. “Students who are several years behind should have the opportunity for success in special education. Unfortunately, many students are placed in mainstream classes who have behavioral problem. These students are entitled to a proper education provided they do not take away the other students who are also entitled to a proper education.”

The structure of the classroom greatly affects mainstreaming students. The teacher must design a learning environment that serves general education students as well as special needs students. “As long as the student is able to grasp the material on their level and willing to review work then it is worth the extra planning. Unfortunately, many students have already developed this helpless, unmotivated mentality and often fail to strive to succeed,” said Ms. T*.

I had an opportunity to observe a kindergarten class at a local elementary school and experience first hand a mainstream classroom. I met Christopher*, a five year old boy who has ADHD. His short temper and lack of behavioral skills kept the classroom in an uproar. The slightest distract such as a teacher or student walking through the hallway would set him off. He has a para which was completely helpless in controlling him. “I’m doing everything I can do to keep my students best interests come first,” said Ms. Sheppard*. “He needs constant attention to stay on task which is almost impossible in a general education class. He needs a teacher to work one-on-one with him. He is losing out as well as the other students.”

On the up side, I was introduced to Megan* who has had all positive experiences with mainstreaming. Megan* is autistic. Unlike Christopher* who was a disturbance, Megan* never presented any distraction in the classroom. Although she was given modified work and more time to complete the assignment with the aide of her para, she responded well to this learning environment.

The aim of mainstreaming shouldn’t focus on minimizing each student’s differences, but should maximize student’s potential skills socially, emotionally and intellectually. With some prior knowledge and first hand experiences, my opinion is titter-tottering on the edge of the true effectiveness of mainstreaming children in the classroom.