Mainstreaming Students: Philosophical Foundations and Strategies

Mainstreaming is an idea that was formulated in 1970. It is "an educational method that includes many different kinds of learners in the same classroom" (kidshealth 2004 1). It is important to realize that mainstreaming is not merely for students with disabilities such as Attention Deficit Disorder, but also for vision- and hearing impaired students, students with physical or mental disabilities, but also for gifted students.

Philosophical foundations of Mainstreaming:

Many educators as well as psychologists believe that one of the most important aspects of the maturing of children is not to separate them from the so-called "mainstream" but to unite all students, even if they learn or perform at a different pace.

President Bush's theory about "Leave No Child Behind" is certainly applicable to the inclusion of special needs children in the mainstream. There is also the valid psychological assumption that special needs students should not be perceived as "different" and somehow "less" of a human by their fellow students. This idea of inclusion makes it possible for the special needs students to make the transition to the adult world outside school. It also gives their peers a chance to realize that their "differences" do not mean they should be excluded from everyday events, whether in the classroom, the playground or the schoolyard.

Instructional strategy behind mainstreaming:

Technology now makes it possible to include special needs students in regular classes, even as they advance at their own pace. Computers, video tapes and videodiscs are powerful learning tools. But, there must be care in selecting the right equipment. "Schools need to see that the system is effective in instruction; it has to be cost effective; and it has to fit in with their human resources" (Cooke and Miller 1989 1). There are a number of pilot programs worldwide, most with similar outlook on instructional needs, such as Multi-disciplinary training for professionals working in children's services to help establish a common approach and knowledge base among service providers. Another program includes the use of paraprofessionals to supplement the work of specialized staff, for example nursery nurses trained by speech and language therapists working with children to promote language development or employing community parents to work alongside health visitors to support new parents.

Behavioral strategy behind mainstreaming:

The purpose of mainstreaming is to give every student a typical classroom experience. Many specific changes need to take place for a classroom to become successfully mainstreamed. Teachers need to be trained to use new teaching methods, teachers' aides must be added, and special equipment must be provided for students who need it. The best mainstreamed classroom becomes a place where differences are respected, everyone's needs are attended to, and everyone's strengths and talents are appreciated - and that kind of learning environment is healthy for everyone! "The skills kids develop in mainstreamed classrooms can help them be better members of their workplaces and communities later on. Plus, the extra time that's necessary to help all kids learn encourages both the typical and special needs learners to work a little harder. Learning to work hard is the key to success" (kidshealth 2). Thus, the best mainstreamed classroom becomes a place where differences are respected, and everyone's needs are attended to.

Conclusion:

The idea of "inclusion+ of all kids is gaining widespread acceptance in American schools. What is being taught here is not merely reading, writing, and arithmetic, but also how to transition into the "real" working world. As their peers in the mainstream classroom accept their fellow students, and no longer think of them as "different" or "sick" or somehow less, they will be able to accept and be part of their lives outside the classroom without the prejudice that often hurts the "different" and special needs child.

REFERENCES:

Cooke, N.L. and Miller, S.C. (1989): "Mainstreaming students with learning disabilities for videodisc math instruction" from Teaching Exceptional Students

www.enc.org/ topics/equity/articles/document.shtm?input=ACQ-111396-1396,00.shtm

From online reference: "Mainstreaming Classes" (2004)

kidshealth.org/kid/grow/school_stuff/ mainstreaming.html

From online reference: "Mainstreaming Children":

"And then came Mainstreaming" www.epinions.com/ kifm-review-4579-141E9F9E-3A0CAAB9-prod2 -