what is your opinion in integration, mainstreaming and inclusion as placement for exceptional children?

Question

integration, mainstreaming and inclusion are types of placement for children with disabilities

Answer 1

I am a firm believer in Least Restrictive Environment, a continuum of services, and careful, individualized consideration of how much inclusion is needed vs. how much time in specialized instruction. Inclusion is not advisable for every student.

The problem is when schools try to use inclusion to cut staffing, rather than focusing on the students' needs. The whole reason why they were referred to begin with was due to failure in that setting.

Answer 2

I really believe that the concept is a good one, however, we must create some kind of limit to the disabilty that gets included.. Understand? I mean we obviously can't include everybody into the mainstream, but I think we have to start somewhere. I understand that is exactly the difference between the three types of programs you mentioned, but ..... My two kids are in a district where inclusion, integration, and mainstream are in place. My daughter (16) actually imbraces the idea to a point. She had some good insight, though. She said that most times, it is a total stop-down for the rest of the class, and that lead to disruption among the "normal" kids. That, in my opinion, is the thing educators have to be aware of, and use in their planning to smooth the transition.....
Easier said than done, I know. But, important none the less.

Answer 3

some may and some does not. It relies upon on the incapacity. a baby who's so mentally disabled that there isn't any comprehension may benefit not something by skill of inclusion. they in basic terms are not attentive to their ecosystem. a baby who's performing on only a mind stem has no information and they are blind and deaf. A extreme functioning Asberger's Syndrome newborn may benefit a lot by skill of inclusion as they can artwork at the same time with the different pupils and characteristic a social life. those are 2 extremes and maximum little ones are someplace interior the middle. as long as a baby knows his/her ecosystem and isn't disruptive then inclusion could have some benefit. it will be a case by skill of case decision. in basic terms putting all of them in mainstream preparation makes no experience. In some faculties disabled pupils at the prompt are not purely mainstreamed yet examined like mainstream pupils. Their grades are blanketed with the conventional pupils grades. a number of those little ones in basic terms drool on the try so the rankings drop and the school can look ineffective. This makes no experience both. Sorry to rattle on so long even if it really is a controversial concern. wish this helps some.

Answer 4

I always have a problem with this word 'exceptional' they use to describe kids who don't fit into the mainstream. They automatically default to the meaning 'disabled' when 'exceptional' also means 'gifted'.

I don't agree with placing learning-disabled kids into the mainstream. It's not fair for the majority of kids during class who have to wait while special attention and help is given to someone who can't catch on to something. At the same time, it's not fair to the learning-disabled either because, socially, they are expected to keep pace with the mainstream and when they don't, it only highlights and draws attention to their problems.

When a gifted child is kept in he same class as the others, they become bored and may consider dropping out early on.

Answer 5

I like this idea, IF the child in question is able to be integrated, my child couldn't sit in a classroom with regular ed students. He wouldn't get anything out of it and they would be losing valuable teacher time. I want my kid to see how "normal" kids act, but in a setting where it doesn't hinder everyone. Like P.E. In gym, my son can run around with supervision and see other kids who aren't mentally challenged do normal things.