What do teachers REALLY think about mainstreaming?

Question

What do teachers REALLY think about mainstreaming?

Answer 1

I think the problem lies within the system. They have a hard time balancing out wants vs needs.

Answer 2

I understand the concept completely, but I hate it.  I wish children were grouped like they were when I was in school in the late 60's and 70's.  Tracking kids is why other countries are kicking our American butts in EVERY subject.  They track; we don't (in order to improve self-esteem, yada yada yada) - whatever - we're still lagging behind!

Answer 3

My son is mainstreamed and he has an aide The teacher has told me she doesnt feel like she is teaching him anything. I asked her if he was on mark where he needs to be she said yes he passed it. Then I told her your not teaching him then he knows it already.im sure some dont like it because of it being distracting but I think our schools would be better if there was some sort of person who eval teachers personalities and curriculem and teaching skills and match them with individual students. That woudl require alot of work though each student would have to eval.

Answer 4

Most General Ed teachers hate inclusion (mainstreaming).  For some reason, they do not believe that every child has the right to be exposed to grade level curriculum or their age appropriate peers.  They believe that children with special needs create more work for them when in reality they are supported by the special education department in the form of aides or sp ed teachers.  They do not realize that MOST of their students will be below grade level, especially in reading....maybe 5% of their class will be at the independent reading level.  This is because, in California, they take ONE class in special education and do not realize that many techniques that special educators use/suggest will help all students in the general education classroom be successful.  Collaboration is key and administrative support impeartive if inclusion is to be a positive experience.

The hammer, however, is about to come down on them as federal law, NCLB, now mandates Response To Intervention (RTi) be implemented in schools across the nation.  This is a process of intervention and intense tutoring on the part of general ed teachers within the school for students not performing at grade level or progressing with peers, which will require much monitoring and assessment BEFORE students are refered for testing for special education services.

On the other hand, RTi can eliminate the necessary discrepancy model now used to qualify students for services.  Once a student has reached the third and final tier of RTi, they move into the realm of special education.