By Josephine Jenkinson
There is still a few controversy approximately how top to satisfy the desires of students with detailed academic wishes. may still they be informed in mainstream colleges along their friends, or does this suggest that expert support and assets are denied to them?
This booklet explores extensive the ways that this challenge has been tackled in Australia, the united kingdom and Canada. It seems to be on the significant matters that have been raised and the kinds of provisions and resourcing that have been provided, after which is going directly to offer a imaginative and prescient of the way destiny schooling provision may possibly search for students with certain academic wishes.
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Additional info for Mainstream or Special?: Educating Students with Disabilities
Example text
At the other extreme it was argued that, if students with special needs are not a separate category of student, then special education should not form a separate or segregated system. In between these two approaches, the more moderate advocates of regular education called for a significant reduction in special education, particularly for students with mild disabilities. Thus at least two distinct advocacy groups for the regular education initiative could be identified (Fuchs and Fuchs, 1994). The first consisted of educators and others concerned with high-incidence disability— learning disabilities, behaviour disorders and mild intellectual disability—students who were considered to be part of a mainstream population which also included at-risk students with no identifiable disabilities.
Students had limited knowledge of the causes of intellectual disability and confused it with both mental illness and physical handicap. Although they expressed ‘kindly’ attitudes towards people with intellectual disability, they also revealed feelings of discomfort, embarrassment and uncertainty. Research on attitude change has had some promising results in improving attitudes of peers towards students with disabilities. Kyle and Davies (1991) found discussion sessions to be valuable in alerting students to important issues and facts about disability and in assisting them to question the appropriateness of their own attitudes and feelings.
This group advocated the integration of students with severe disabilities into local neighbourhood schools, based in self-contained resource settings, and the collaboration of special and general educators to achieve this aim. In effect, they advocated modifications to the continuum of service provision, with elimination of the lower levels of the continuum so that students in residential or day special schools would move to Integration 39 resource rooms in mainstream schools. The more extreme advocates saw this as part of a progression towards complete abolition of segregated resources, with all students sharing the same resources for learning on a full-time basis.