Mainstreaming

Integrating churlren with handicaps into first-string schooldaysrooms (also known as mainstreaming) has been a huge bother in education systems recently. The goal of mainstreaming is providing the most appropriate and advantageous education to a child in the least repressive setting and so the inquiry of where the children with handicaps benefit the most is the question that is the hardest to answer. In the 1960s there was no question. No one steady thought almost taking a child with a handicap out of special education and placing them within a regular classroom. But now, partly because of p bents requests, select school districts are mainstreaming. The debate over mainstreaming being good or terrible can be easily taken from either side. The clumsiness of the handicap and how great the need is for extra help dramatic event an important part in determining if placing a child with a mental handicap into a regular classroom would benefit the child the most. But in a pillowcase of a handicap such as Downs Syndrome, a regular classroom setting is not the best possible daub for that child. Therefore, special education is the best choice.

A classic story about the advantages and disadvantages of mainstreaming was told in a segment of Turning Point.



The segment centre around two young boys, both with Downs Syndrome, who were place in two different schools for the duration of a year. Bobby had returned to his school for the mentally handicapped while Seans mother had fought to vanquish him out of that school and placed into a regular classroom in a public school. The segment followed each of the boys experience and progress passim the year.

The greatest benefit of special education, seen in Bobbys school, is that it teaches different skills than those taught in a regular classroom. In special education,

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