Article: The Mainstreamed Child

[Guest guest]

The Mainstreamed Child

Looking Beyond Academics

By Errol Seltzer

From the very beginning of our education, we are taught to fear the

dreaded " permanent record " of our school age days. While adults often

joke about this fear provoking document (I am not sure if it even

really exists), parents of children with special needs still try to

avoid classification because of what it may do to their child's

future. Using the same scare tactics that work on children regarding

their school permanent records, educational programs may be

attempting to sway parents by stating that classification " brands the

child for life. " Unfortunately, the interest of the school program

may questionably be focused on finance and student costs rather than

on the children in need. Less harsh tactics that promote the interest

of cost cutting measures over student needs are sometimes found

within the realities of mainstreaming.

The concept of mainstreaming is a wonderful one. Its intent is to

place children with special needs in " regular " classrooms. Sometimes

students are mainstreamed for one class and sometimes they are

included for the whole day. The schedule is dependent on the

individual child and his/her abilities. In theory, this should create

an environment that is all inclusive and promotes appropriate

socialization. However, in speaking to some parents of children with

special needs, the realities of mainstreaming have yet to evolve and

meet this important objective. Often these programs serve as vehicles

to further isolate the student with special needs. In many cases,

particularly when dealing with complicated diagnoses, children may

not be getting their needs met while in the " regular " classroom.

Rather than becoming part of " the group " they may be viewed

as " loners " who are placed in an environment which has not been

modified to meet their special needs. With the glimmer of hope " that

maybe my son/daughter can really make it in a regular class, " some

parents are advised by child study teams that " less is better, " when

additional services may be needed by the challenged student.

Success in mainstreaming is negligible because mainstreaming is not

just about academics. Children with social difficulties, such as

those with Asperger's syndrome, may be scoring 100%'s on their

spelling tests, but may not be getting invited to birthday parties.

The gauge of success in the classroom must measure " total success. "

Above all, this must evaluate the child's happiness. Is he/she really

happy in this new setting? If the answer is " no, " then mainstreaming

is not working for that child. In the case of the child with

Asperger's, accompanying learning disabilities may or may not be

evident. Therefore, modification in academic instruction could be

pointless. As this is often unneeded, the school program appears to

have reached mainstreaming success. Evaluation must review all

aspects of the daily educational events. A quiet child may not be a

successful child, simply because he/she is not getting into any

trouble in the classroom. It is the school's obligation to ensure

that total success is met for the child. The reduction in costs for a

mainstreamed special education should not be seen as savings, but

rather it should be viewed as a resource to help meet the needs of

challenged students. Foremost, parents cannot fear the threat of

classification. Yes, special needs can be met through the Americans

with Disabilities Act, but typically students who are classified

receive the benefits of additional resources and funding

opportunities. Unfortunately, classification is not always an option

(dependent on the disability), but regardless, parents should not

fear this educational route.

In order to ensure that the child's needs are truly being met,

parents must feel comfortable becoming partners with the child study

team. Parental input should be thought out in advance and should

reflect what the parent really believes his/her child needs. For a

student with learning differences, socialization may be the most

problematic area in the child's life. Therefore, programming that

encourages socialization is not an unreasonable request. This could

be done during recess, lunch and other typically unstructured hours

when the student has minimal support from his/her teacher. It is

going to be during these instances that the student with special

needs is going to need help in order to learn how to socialize with

his/her classmates. Problems occurring at these times will carry over

into the classroom, so intervention should be a high priority of the

child study team. Other considerations may be special after-school

and weekend groups to facilitate improved social skills. As this

behavior impacts on the child's ability to learn, advocates for the

student should feel comfortable requesting this type of intervention.

There is no guarantee that the school will comply, but parents must

remain strong advocates for their children.

Mainstreaming is a concept that can work for many families. Advocates

and child study teams must look beyond the " cookie cutter mode " and

really try to understand what the child needs and wants. While good

grades on report cards are important, it is equally (and maybe more)

important for students to feel accepted and well-liked by their

peers. Ultimately, receiving a birthday party invitation may mean

more to a child with special needs then receiving a good test grade.