There are several models used in schools to accommodate students with special needs. Mainstreaming, pull-out, push in, and paraprofessionals are a few of the models utilized in school systems. Every method has its advantages and disadvantages, and although it is not guaranteed that there will be an increase in the achievement levels of individuals with disabilities, often times children gain something out of it, whether it be academically or socially. Mainstreaming, also known as inclusion, is the temporal, instructional, and social integration of eligible children with exceptionalities with peers who do not have exceptionalities in general education classrooms (Salvin, 2012, p. 371). In a case study conducted by Belland, Glazewski, and
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Teachers need to have the ambition to make mainstreaming successful in their classroom. The development of a positive mindset with a values-based commitment to inclusion has been shown to have an important role in effectiveness (Lindsay, 2007, p. 12). Although there is a national policy for inclusion, teachers may not share the same views or agree with the policy, which may cause mainstreaming to fail. Their attitudes and behavior determine the success rate of mainstreaming because with a negative attitude, they will allow for students with special needs to be included into the class due to the student’s right, but they will not try their best to help them succeed. General education teachers may also have a lack of resources or no additional training and support to develop their own skills and techniques to allow them to adjust their curriculum to fit the needs of special needs students. There may be a lack of awareness of the prevalence of developmental problems that the students has, which is an important factor to know to help teachers prepare for the …show more content…
An example of how pull-out program can be implemented is by having the general classroom teacher share weekly lesson plans and then the specialist teacher re-teaches and reviews the content in a separate classroom. Repetition and one-on-one time may be very helpful for some students who need special assistance, however, with more time being spent on the same material, there is a possibility that they will lose interest in the subject and not be engaged in
Teachers need to have the ambition to make mainstreaming successful in their classroom. The development of a positive mindset with a values-based commitment to inclusion has been shown to have an important role in effectiveness (Lindsay, 2007, p. 12). Although there is a national policy for inclusion, teachers may not share the same views or agree with the policy, which may cause mainstreaming to fail. Their attitudes and behavior determine the success rate of mainstreaming because with a negative attitude, they will allow for students with special needs to be included into the class due to the student’s right, but they will not try their best to help them succeed. General education teachers may also have a lack of resources or no additional training and support to develop their own skills and techniques to allow them to adjust their curriculum to fit the needs of special needs students. There may be a lack of awareness of the prevalence of developmental problems that the students has, which is an important factor to know to help teachers prepare for the …show more content…
An example of how pull-out program can be implemented is by having the general classroom teacher share weekly lesson plans and then the specialist teacher re-teaches and reviews the content in a separate classroom. Repetition and one-on-one time may be very helpful for some students who need special assistance, however, with more time being spent on the same material, there is a possibility that they will lose interest in the subject and not be engaged in