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Implications of teaching and learning of children with special needs in mainstream school settings

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Jordan Marongiu

on 24 October 2012

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Transcript of Implications of teaching and learning of children with special needs in mainstream school settings

Mainstreaming refers to the education of students with special needs in school classrooms usually with the assistance of special education teachers.

This presentation will assess arguments for and against the issue of students with special needs in the mainstream school setting and the implications it has on teaching and learning in the classroom. FOR:

• By allowing students of a special needs
nature to join the mainstream school setting it makes them feel as if they are equal to all students working alongside them and they express the need of being valued and
supported by their peers.

•Social interaction in mainstream schools
can impact positively by enabling and
exposing children without a disability
to learn more about students
with a disability. • Cheng & Beigi (2011) suggests that “inclusive
education has proven to be a key benefit for
disabled children as an end in itself and as a means
to an end of greater social acceptance
of difference and disability”.

• It is necessary that school policies promote social
inclusiveness which enables all children to feel that
they fit in and belong within the school environment
and their community.

• It is the teachers who foster encouraging friendship
involvement; this involves the children with and without disabilities because social acceptance is as important
as the physical inclusion in
mainstream schools. Implications of teaching and learning of
Children with special needs
in mainstream school settings Children with special needs
in the mainstream school setting INTRO:
•Good afternoon Joe and fellow classmates today I am going to talk to you about children with special needs in the mainstream school setting.

•Students with special needs are being brought out of specialised education facilities and are being educated alongside their peers in the mainstream setting. As stated in Cooney, Jahoda, Gumley & Knott (2006) “Mainstream schooling is a key policy in the promotion of social inclusion of young people with…. disabilities.” AGAINST:

•Approximately twenty five per cent of Australian children with disabilities find it difficult to assimilate
socially while attending mainstream school and are reported having problems with their peers.


•Teachers are under increased pressure to cater to the range of needs of all children and ensure the sound educational delivery of the curriculum while undertaking all other responsibilities and duties required in their position.

•Unrealistic demands placed on the teachers may result in disadvantaging the children who require the support. •It is important that the views of the
children with special needs themselves
are taken into consideration as their
opinions can be the most significant and
should be considered in their educational
planning and provision and this can sometimes
not be acknowledged leading these students to an
unsuccessful way of learning.

•Another issue is funding. This includes funding for the various training teachers need to undertake for the success of inclusion
of children with special needs in mainstream schools.


•Things such as wheelchair access can be limited to the ground floor in mainstream settings if lifts are not available and often accessible toilets may not have hoists for transfer if required. CONCLUSION:
•Increasingly, children with special needs are being included and educated in the mainstream school setting. Schools need to ensure that all teachers have the knowledge, support and funding for the success of inclusiveness for children with special needs.
•Schools require being adaptive by ensuring teachers are trained in specialist education, access support personal in the classroom and safeguard that children are made to feel equal to their peers. •Special needs education in Australia.
http://australia.angloinfo.com/family/schooling-education/special-needs/
•Learning and disability support in Queensland.
http://education.qld.gov.au/studentservices/learning/index.html REFERENCES:
Avramidis, E. (2010). Social relationships of pupils with special educational needs in the mainstream primary class: peer group membership and peer-assessed
social behaviour. European Journal of Special Needs Education 25(4), 413-429.doi: 10.1080/08856257.2010.513550
Cheng, K. K.Y., & Beigi, A. B. (2011). Addressing students with disabilities in schools textbooks. Disability & Society 26(2), 239-
242.doi:10.1080/09687599.2011.544063
Cooney, G., Jahoda, A., Gumley, A., & Knott, F. (2006). Young people with intellectual disabilities attending mainstream and segregated schooling: perceived stigma, social
comparison and future aspirations. Journal of Intellectually Disability Research, 50(6), 432-444. doi: 10.1111/j.1365-2788.2006.00789x
Harman, A. (2006). Investigating the transition of children with autism from school to the community, work, or further education. In. The Clinician, Child & adolescent
mental health statewide network (CAMHSNET) Acceptance & the autistic disorders (pp.169-173). Sydney: Glade Graphics Pty Ltd.
Hemmingsson, H., & Borell, L. (2002). Environmental barriers in mainstream schools. Child: Care, Health & Development, 28(1), 57-63.
Morrison, R., & Burgman, I. (2009). Friendship experiences among children with disabilities who attend mainstream Australian schools. Canadian Journal of Occupational
Therapy 76(3), 145-152.
Pearson, V., Lo, E., Chui, E., & Wong, D. (2003). A heart to learn and care? Teachers’ responses toward special needs children in mainstream schools in Hong Kong.
Disability & Society, 18(4), 489-508. doi: 10.1080/0968759032000081020
Pitt, V., & Curtin, M. (2004). Integration versus segregation: the experiences of a group of disabled students moving from mainstream school into special needs further
education. Disability & Society, 19(4), 387-400. doi: 10.1080/09687590410001689485
Symes, W., & Humphrey, N. (2011). School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders
(ASDs) in mainstream secondary schools. Journal of Research in Special Educational Needs, 11(3), 153-161. doi: 10.1111/j.1471-3802.2011.01196.x
Wall, K. (2011). Special needs and early years: A practitioner’s guide. London: SAGE Publications Ltd.
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