Mainstreaming

There are many elements that come into play when mainstreaming special education students into regular education settings.  Teachers will need to educate themselves so they can learn different strategies to teach two diverse groups, exceptional students and "regular" students, in the same classroom. The inclusive classroom is different in that the individualized styles of learning and needs of the students fall outside the normal parameter. Sometimes it is not only the teacher that is resistant but the exceptional students as well are resistant to the change in educational setting because they are used to being separated from the mainstream of school life. This is where teamwork will become important between the school, the students, and the teachers.  The inclusive classroom is a different dynamic so everyone will have to adjust but the transition will be easier with cooperation from everyone.

I read an article on a particular student named Jonas, a previous special education high school student, and his experience in a college setting. Jonas is presently a special education assistant or para-professional in a urban high school and he is taking the undergraduate course, Critical Issues in School, to complete his degree. The article is written from the professor's perspective and he writes about his experience in teaching Jonas and some of the issues that he felt Jonas dealt with in the class.  In the article, the professor describes the first day of class and how Jonas asked him if there would be a paper required for the course in which the professor responded that was how the previous course was taught and that he would solicit the thoughts of the class and he noticed how Jonas' demeanor changed with his answer.  He also notes in the article the classroom's reaction to Jonas' demeanor (slow to articulate his words, delay in making his meaning understanding) and how there is a clearly defined moment where the classroom establishes that Jonas is "different".  The professor realizes in that instance that this is a moment for himself and the classroom to accept and engage Jonas and somehow help him navigate his way throughout the course and the classroom.  It is a juggling act for teachers in inclusive classrooms to handle the needs of so many different students but it is well worth the reward.



Fleischer, L.E. (2005). Exceptional Youth Cultures: A Framework for Instructional Strategies of Inclusion Classrooms.  Taboo, 9, 97-104.  Retrieved April 3, 2011 from Google Books Database.