Mainstreaming and Your Special Needs Child

The decision to send a child with special needs into theRiverdale, NY writes:
public school system alongside peers without learning"....study indicates that inclusion of children with Down
disabilities is called mainstreaming.syndrome, as it exists now, is successful according to
Although many families choose to home school theirthe regular education teachers, although there is room
child(ren) for a variety of reasons, some families, asfor improvement. Teachers reported the experience
well as educators and some researchers, believe thatas challenging, rewarding and of great value to their
mainstreaming children with learning disabilities bringsregular education students as well as the child with
with it benefits that may be more difficult to achieveDown syndrome. Extra work was indicated as
within the homeschooling environment. Behavioral andnecessary for preparation of modified class
social skills, self-esteem and an increased level ofassignments, homework and evaluation procedures.
academic learning are critical, and may be more easilyCaution should be taken that regular education
incorporated in environments where peer to peerteachers should prioritize the included students' IEP
interaction is constant.goals (which may be more social in nature) and not
Learning how to interact, share and empathize withdetermine effectiveness primarily from the same
others is important for any child at all stages ofacademic standards as regular education students
development. The ability to appropriately convey(Dover, 1992; Hardman, Drew, & Egan, 1996).
affection, anger or frustration, and communicateHowever, efficacy research on inclusion has already
effectively outside of the home is detrimental in helpingshown that included students show higher academic
a child with special needs become as independent asgains than those kept in segregated settings
possible. The social interaction between children has a(Bierne-Smith, Patton and Ittenbach, 1994; Blatt, 1981;
two-fold effect.Bos and Vaughn, 1998). Most effective methods were
First, visual examples of behaviors (andindividual instruction and small group instruction,
consequences) strongly influence children, especiallyespecially at the students' desks. Most effective
those with special needs. Children do what they see,materials were "hands-on" activities or computer
and when an action brings rewards or consequences,assisted instruction. Praise and small rewards were
it can become a useful motivator and learning tool.most effective for motivating students, and the best
Secondly, children without disabilities learn themethods' reported for grading were class participation
importance of patience, understanding, empathy andand effort, rather than homework and tests. Peer
compassion for those around them. Understandingtutors were somewhat helpful for learning in an
others and building healthy peer relationships promotesenjoyable way, as indicated in prior studies (Fields,
positive self-images and self-esteem.Leroy and Rivera, 1994; Tumbull, Tumbull, Shank and
Children with learning disabilities may struggle withLeal, 1999). The most common request for
self-esteem issues. All children feel the need to 'fit in',improvement to the inclusion model was for more
and those with special needs are generally aware thatplanning time to be built into scheduling as well as the
they are different from their peers in some way. Thispossibility for more 1:1 instruction. This may necessitate
can create isolation, inferiority and/or loneliness. It isthe reduction of class size and/or the addition of more
important that they are openly accepted by their peersstaff. It is likely that these results are particular for
- and encouraged to participate in everyday activities.included students with Down syndrome only...."
Healthy and positive interaction within a classroomIf the requests in Dr. Wolpert's study were to be
setting can bring about tremendous rewards. When aimplemented, every child in the public education sector
child no longer views themselves as different, but partcould benefit tremendously. Even allowing for 1:1
of a group - a healthy self-image can blossom. This ininstruction would not necessarily require paid educators
turn creates confidence and should promote greateror aides. Parent volunteers or peers from higher grade
participation within the classroom.levels could be considered. Having an extra person
Confidence is vital for academic success. The "I canwithin the classrooms would allow more individualized
do it" mentality encourages healthy competition, whichattention for every child, increasing academic success
can reinforce social interaction skills. Any child willing towithin the entire classroom.
participate is making an effort to learn and achieve.In conclusion, social and behavioral skills, the building of
This increases their level of comprehension, andhealthy self-esteem and increased educational
academic achievement should be evident.academia can all be successfully attained if
Creating the environment discussed is not withoutadjustments can be made. Making those adjustments
some challenges. In her article, Successful Dailyrequires the community to come together, reflecting
Practices of Inclusion Teacher of Children with Downthe very skills, behaviors and achievements sought by
Syndrome, Dr. Gloria Wolpert, an Education expertmainstreaming. This is also a great example of visual
from Manhattan College, School of Education inlearning....!