Special Education and Mainstream Classrooms, Essay Example

The category and the extent of the learning disability differ. Research has demonstrated that the learning outcomes of the students who are included in the mainstream classroom as detailed by the inclusion model have performed significantly better than the students who have not been included in the mainstream classroom. The special classroom placement has only been proven to be successful with children who possess lower that the average intelligence quotients and behavioral dysfunctions. The inclusive classrooms have been demonstrated to be more effective for the children who are challenged in learning mathematics and reading (de Boer et al., 2010; Klinger et al., 1998; Westwood, 2007).

Sally’s teacher should increase the amount of time spent in regular mainstream classes. Research has demonstrated that learning challenged students perform significantly between in mainstream classroom. Sally’s instructor should gradually pull her out from the special education classes and include her in the in the mainstream classroom. This can be achieved gradually (de Boer et al., 2010; Klinger et al., 1998; Westwood, 2007).

The greater part of the day need not be spent in the special education resource room. Sally may be placed in a classroom in which two instructors are present. In placing Sally with the mainstream classmates, sally may be able to adapt to the pace of the classroom. If the neurological assessment presents a severe learning disability, such as dyslexia or Asperger’s syndrome, Sally may require spending more time in the special needs settings than in the mainstream setting. A careful evaluation of Sally’s neurological functions is required in order to further assess the potential options for inclusion into the mainstream classroom (de Boer et al., 2010; Klinger et al., 1998; Westwood, 2007).

References

de Boer, A., Pijl, J. S., & Minnaert, A. (2010). Regular primary schoolteachers’ attitudes toward inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3): 351- 353.

Klinger, J. K., Vaughn, S., Hughes, M. T., Schumm, J.S., & Elbaum, B. (1998). Outcomes for students with and without learning disabilities in inclusive classrooms. Learning Disabilities Research and Practice, 13(3): 153- 161.

Westwood, P. (2007). Commonsense methods for children with special education needs. New York: Routledge.