What is an integrated classroom?
An integrated classroom is an educational setting where students with disabilities are provided the opportunity to be educated with peers who are non-disabled. Instead of being put into a classroom that solely entitles children with disabilities, students with disabilities are able to interact, play and learn with other children their own age who do not have a disability. Often outside resources and help is found in an integrated classroom with the assistance of special education teachers or teaching assistant. Although such classrooms follow a more strict structure, accommodations are made to meet the needs of a student with a disability in order to promote equality.
A brief Background...
Prior to any acts or laws being passed in regards to individuals with
disabilities, their educational opportunities seemed fairly limited. They felt
segregated and excluded from not only their education, but employment,
transportation, and other such services. Thus, they began to view this as a
form of discrimination and demanded legislation to be passed to ensure that
their rights as individuals would be protected. Several movements, meetings,
protests, and negotiations were established by advocated of individuals with
disabilities. As a result, the demand of regulations to be implemented made
Congress note how necessary it was to abolish discriminatory manners
(Mayerson, 1992).
The passing of Section 504 of the 1973 Rehabilitation Act was a significant time in history. People with disabilities were previously viewed as inferior and even considered a minority group at the time. This means that they were only expected to have limited protection of their rights and forced to deal with prejudice and discrimination. Section 504 agreed to meet the desired needs of people with disabilities and grant them equal access to opportunities pertaining to education, employment, transportation, accessibility, and other services. This section also recognized mental and physical disabilities as one group. The ADA, or Americans with Disabilities Act of 1990, goes hand in hand with Section 504 as it bans discrimination toward people with disabilities. These laws have been implemented and changed throughout the years, but work to ensure protection and establish equality (Mayerson, 1992).
However, individuals with disabilities still happened to face challenges. Children with disabilities were denied public education and their chance to learn, or separated from the students who were non-disabled. There were some instances where an individual was considered a safety hazard due to their wheelchair or a nuisance due to their cognitive and behavioral problems. Other circumstances include insufficient funding for appropriate programs and resources. Parents were the primary advocates for fighting against such injustices. To guarantee free public education for a child with a disability, the Individuals with Disabilities Education Act was passed in 1975. Just like Section 504 and ADA, changes and improvements were made to IDEA. Recently under IDEA, children with disabilities aged 3 to 21 will be granted access to education and receive proper services in order to meet their learning needs (Mayerson, 1992). Parents involvement is crucial with the IEP, or Individualized Education Program, so their child can receive an education that is as similar to that of children who do not exhibit a disability. The IEP serves as an evaluation of the child, developing a specified program that determines their needs, level of academic performance, as well as discusses any necessary modification (NCLD Editorial Team).
The passing of Section 504 of the 1973 Rehabilitation Act was a significant time in history. People with disabilities were previously viewed as inferior and even considered a minority group at the time. This means that they were only expected to have limited protection of their rights and forced to deal with prejudice and discrimination. Section 504 agreed to meet the desired needs of people with disabilities and grant them equal access to opportunities pertaining to education, employment, transportation, accessibility, and other services. This section also recognized mental and physical disabilities as one group. The ADA, or Americans with Disabilities Act of 1990, goes hand in hand with Section 504 as it bans discrimination toward people with disabilities. These laws have been implemented and changed throughout the years, but work to ensure protection and establish equality (Mayerson, 1992).
However, individuals with disabilities still happened to face challenges. Children with disabilities were denied public education and their chance to learn, or separated from the students who were non-disabled. There were some instances where an individual was considered a safety hazard due to their wheelchair or a nuisance due to their cognitive and behavioral problems. Other circumstances include insufficient funding for appropriate programs and resources. Parents were the primary advocates for fighting against such injustices. To guarantee free public education for a child with a disability, the Individuals with Disabilities Education Act was passed in 1975. Just like Section 504 and ADA, changes and improvements were made to IDEA. Recently under IDEA, children with disabilities aged 3 to 21 will be granted access to education and receive proper services in order to meet their learning needs (Mayerson, 1992). Parents involvement is crucial with the IEP, or Individualized Education Program, so their child can receive an education that is as similar to that of children who do not exhibit a disability. The IEP serves as an evaluation of the child, developing a specified program that determines their needs, level of academic performance, as well as discusses any necessary modification (NCLD Editorial Team).
The video below provides a more detailed description of an IEP.
To integrate or not to integrate, that is the question...
note: There is a significant difference between mainstreaming and inclusion. However, considering many of the aspects overlap, I will be addressing both topics as one when discussing the argument regarding integrating classrooms.
The process of mainstreaming can be seen throughout schools in the United States. Mainstreaming refers to the practice of integrating students who have disabilities with those who are non-disabled in the same classroom. Students will no longer have to attend separate schools, but they can be placed in separate classrooms or be required to meet with teachers individually for part of the day. The remainder periods will be spent inside the classroom with both students who are disabled, and those who are not. Inclusion on the other hand, is a bit different and refers to when assistance and instruction is brought to a student with a disability who spends all of his/her time in a regular classroom. The topic of integrated/mainstreamed classrooms still causes heated debates to this day. Many argue that mainstreaming is extremely beneficial, while others claim it as harmful.
Supporters of the practice of having students with disabilities attend regular classrooms with students who are non-disabled acknowledge it as beneficial. They wouldn't be in the same classroom throughout the whole day. Instead, few periods would be spent having one-on-one care. A school in Vermont grants their students such an opportunity. "Vermont is singular in its commitment to integrating severely disabled students into regular classrooms, keeping almost 9 out of 10 in regular classes for most of the day" (Lewin, 1997). Advocates believe that children with disabilities should be able to participate and be involved in the same schooling and life experiences as other students.
Mainstreaming serves as a "community affect." Students who attend the same schools often live in the same community. Integrated classrooms have the ability to not only teach academics, but help the diverse group of students to learn about social aspects as well. Such an environment exposes the vast differences among the group of students and allows them to cope with the differences and engage in social interaction. Both groups of students can essentially learn from one another and be more open-minded. Students can fully participate in the curriculum and take advantage of several resources while still receiving some individual instruction. Integrated classrooms have the potential of breaking down barriers so individuals can look past one's disability and accept them for who they are. Some parents may not want to make their child deal with the hardships of trying to fit in with others. However, Carla Lohr (2012) provided an excellent quote in her article "Isolating a Child With Disabilities Can Do Life-Long Damage" stating, "Part of being a human being is learning how to navigate one's way through this world, from the cradle to grave. Everyone has to interact with other people - people who may be different." Here, Lohr (2012) notes how struggles of acceptance is a part of life and simply unavoidable. Lewin (1997) also discusses the necessity of inclusion as he states, "Many educators and parents believe that segregating children with disabilities is bad, both educationally and morally. They say such a policy undermines the development of both disabled children, by failing to give them a chance to develop the skills and relationships that they will need as adults, and other children, by preventing beneficial contact with the full range of people in their communities." Supporters ultimately emphasize both the academic and social benefits of integration.
Other individuals have mixed reactions on the topic of integrated classrooms. Certain educators, parents, and other authoritative figures share their concerns about establishing such programs. Lohr (2012) describes how parents often feel protective of their child with a disability and wish to associate them solely with other children who have a physical or mental disability as well. Many argue that teachers are not fully prepared or supply sufficient resources for such a diverse group of students. Parents often believe that teachers will either spend too much or not enough time working with their child, worrying that their child's academic scores and education is at risk of declining. They also fear that their child may develop a reliance on the assistance they receive in the classrooms. Parents with children who are exceeding in class also raise alarm as they think their child will be taken advantage of by frequently helping his/her peer with a disability. On the other hand, teachers feel apprehensive when having to deal with behavioral problems. They are concerned that they won't be able to handle the situation effectively, or even feel hesitant during emergency situation when students with disabilities are in their classroom--they initially fear that the safety of both groups are in danger. Funding for integrated classrooms also serves as a factor as it is costly. Planning lessons and an integrated program in general is seen as stressful and time consuming for some. Altogether, the opposing view is in favor of keeping students with disabilities separate from those who are non-disabled, judging that the resources available in special classrooms are more applicable (Forgan et al., 1998).
Despite the longing debate, several schools across the country and working toward inclusion in the classrooms. Integrating a child with a disability into a regular classroom can be quite challenging, but teachers, parents, and students work together to ensure a brighter and better future.
The process of mainstreaming can be seen throughout schools in the United States. Mainstreaming refers to the practice of integrating students who have disabilities with those who are non-disabled in the same classroom. Students will no longer have to attend separate schools, but they can be placed in separate classrooms or be required to meet with teachers individually for part of the day. The remainder periods will be spent inside the classroom with both students who are disabled, and those who are not. Inclusion on the other hand, is a bit different and refers to when assistance and instruction is brought to a student with a disability who spends all of his/her time in a regular classroom. The topic of integrated/mainstreamed classrooms still causes heated debates to this day. Many argue that mainstreaming is extremely beneficial, while others claim it as harmful.
Supporters of the practice of having students with disabilities attend regular classrooms with students who are non-disabled acknowledge it as beneficial. They wouldn't be in the same classroom throughout the whole day. Instead, few periods would be spent having one-on-one care. A school in Vermont grants their students such an opportunity. "Vermont is singular in its commitment to integrating severely disabled students into regular classrooms, keeping almost 9 out of 10 in regular classes for most of the day" (Lewin, 1997). Advocates believe that children with disabilities should be able to participate and be involved in the same schooling and life experiences as other students.
Mainstreaming serves as a "community affect." Students who attend the same schools often live in the same community. Integrated classrooms have the ability to not only teach academics, but help the diverse group of students to learn about social aspects as well. Such an environment exposes the vast differences among the group of students and allows them to cope with the differences and engage in social interaction. Both groups of students can essentially learn from one another and be more open-minded. Students can fully participate in the curriculum and take advantage of several resources while still receiving some individual instruction. Integrated classrooms have the potential of breaking down barriers so individuals can look past one's disability and accept them for who they are. Some parents may not want to make their child deal with the hardships of trying to fit in with others. However, Carla Lohr (2012) provided an excellent quote in her article "Isolating a Child With Disabilities Can Do Life-Long Damage" stating, "Part of being a human being is learning how to navigate one's way through this world, from the cradle to grave. Everyone has to interact with other people - people who may be different." Here, Lohr (2012) notes how struggles of acceptance is a part of life and simply unavoidable. Lewin (1997) also discusses the necessity of inclusion as he states, "Many educators and parents believe that segregating children with disabilities is bad, both educationally and morally. They say such a policy undermines the development of both disabled children, by failing to give them a chance to develop the skills and relationships that they will need as adults, and other children, by preventing beneficial contact with the full range of people in their communities." Supporters ultimately emphasize both the academic and social benefits of integration.
Other individuals have mixed reactions on the topic of integrated classrooms. Certain educators, parents, and other authoritative figures share their concerns about establishing such programs. Lohr (2012) describes how parents often feel protective of their child with a disability and wish to associate them solely with other children who have a physical or mental disability as well. Many argue that teachers are not fully prepared or supply sufficient resources for such a diverse group of students. Parents often believe that teachers will either spend too much or not enough time working with their child, worrying that their child's academic scores and education is at risk of declining. They also fear that their child may develop a reliance on the assistance they receive in the classrooms. Parents with children who are exceeding in class also raise alarm as they think their child will be taken advantage of by frequently helping his/her peer with a disability. On the other hand, teachers feel apprehensive when having to deal with behavioral problems. They are concerned that they won't be able to handle the situation effectively, or even feel hesitant during emergency situation when students with disabilities are in their classroom--they initially fear that the safety of both groups are in danger. Funding for integrated classrooms also serves as a factor as it is costly. Planning lessons and an integrated program in general is seen as stressful and time consuming for some. Altogether, the opposing view is in favor of keeping students with disabilities separate from those who are non-disabled, judging that the resources available in special classrooms are more applicable (Forgan et al., 1998).
Despite the longing debate, several schools across the country and working toward inclusion in the classrooms. Integrating a child with a disability into a regular classroom can be quite challenging, but teachers, parents, and students work together to ensure a brighter and better future.