Are Regular Education Classes Equipped to Accommodate Students with Learning Disabilities?

Abstract

This study examined educational practices in regular education classes in grades K-5 to determine changes required to facilitate a full-time mainstreaming program for students with learning disabilities. Data collected during the planning year of a mainstreaming project permitted a detailed analysis of the elementary school and the extent to which it accommodated individual differences. Data from informal and structured observations, interviews, and surveys of students, parents, and teachers suggested that fundamental changes in instruction are necessary for the regular education initiative to work in this school.

Teaching Elementary Students With Developmental Disabilities to Recruit Teacher Attention in a General Education Classroom: Effects on Teacher Praise and Academic Productivity

“…In addition, the rates at which teachers expressed verbal disapproval toward students exceeded their rates of verbal approval from Grade 3 upward. Low rates of teacher praise have also been documented by Baker and Zigmond (1990) ;Deno, Maruyama, Espin, and Cohen (1990); Gable, Hendrickson, Young, Shores, and Stowitschek (1983) ;Nowacek, McKinney, and Hallahan (1990);and Ysseldyke, Thurlow, Mecklenburg, and Graden (1984).…”

Effects of Reform-Based Mathematics Instruction on Low Achievers in Five Third-Grade Classrooms

“…In addition, research on attempts at mainstreaming special education students, particularly students with learning disabilities, suggests that general education teachers have a difficult time accommodating the needs of these students (Baker & Zigmond, 1990;Schumm et al, 1995;Scruggs & Mastropieri, 1996). It is important to note that this mainstreaming research has typically been conducted in settings where general education teachers have been using traditional pedagogy and curricular materials.…”

Children with special needs and the right to education

“…It is commonly said in the literature that teachers are supportive of inclusion policies, but do not necessarily want children with special needs in their own classrooms (e.g. Scruggs and Mastropieri 1996;Baker and Zigmond 1990). The results of this survey do not refute this -there was general agreement that children with special needs impose a burden on the classroom teacher, and the school generally.…”

“…While it might mean that more resources are allocated to special education services at the expense of able-bodied students, the alternative is that the classroom teacher is obliged to meet the needs of students with special needs. Teachers confirm that they are better able to meet the needs of all students if children with special needs are adequately and appropriately supported (Scruggs and Mastropieri 1996;Baker and Zigmond 1990).…”