I suppose more teachers would be excited about this concept if they had proper
support and not 40 or more students in their classrooms...
I once was faced with trying to teach a severely disabled student who was
mainstreamed into my split 5th and 6th grade class. It was a situation that
carried a wide mix of blessings and disasters.He needed and profited
from the mainstreaming. His classmates learned compassion. There were
wonderful things that happened. Socially.But at the same time, I
wound up shortchanging him and his classmates. Academically. Mainstreaming can work and work wonderfully. But it MUST have as component
parts an aide assigned to help the child. It simply cannot work in a split
grade classroom. (Split grades are another whole ball game.) And I was trying
to operate in an area in which I had no training, experience, and very little
assistance and support.If it is done properly -- with full support
from the school district and administration, it MIGHT work well. But without
those things . . . .
Special Ed can be divided into three sections, depending on the disability.
Look at test scores, and teacher feedback. Just that simple.
Don't need extra funds, or programs.