What is the difference between inclusion and mainstreaming

The support they get is in the form of modifications in the course. For example, if a child is dyslexic and has problems in reading or writing, they are occasionally given individualized reading sessions. Their reading material is simplified, and they are given simplified writing assignments. Inclusion Expectations from a child Inclusion refers to children with an IEP attending a regular classroom for their social and academic benefit, but these children are not expected to learn the same material as the rest of the class.

They have their own individualized material, and they are not expected to show improvement as per the class. Emphasis is paid to their social skill development more than academic performance. An inclusion child does not always have disabilities. Support In teaching The students in inclusion classrooms have a team supporting them. The regular teacher is given tips on how to help the child with special needs.

There are specialists like speech therapists and physical therapists who help the teacher understand the needs of the child. The teacher is advised to know how to handle technologies and equipment which assist a special needs child. Mainstreaming requires the IEP students to attend a regular classroom and they are expected to show improvement in social skills and academic performance; whereas, inclusion requires IEP students to attend regular classrooms for their own benefit not necessarily showing any improvement.

Mainstreaming requires a child to deal and adjust in the class on his own; inclusion classrooms have a team of specialists supporting the child. Teachers have testified to the benefits that their students with disabilities have received in terms of increased performance and comprehension.

Before these students participated in testing, they fell by the wayside; there was no way to tell what they were learning or even if they were learning. Mainstreaming and inclusion are often confused, primarily because they are very similar. But there are some large differences between the two terms, and they represent two different schools of thought. In mainstreaming, students with special needs are placed in the special education classroom and attend a general education classroom for specific academic classes social studies, reading, etc.

Supports may or may not be brought into the classroom. To determine whether mainstreaming or inclusion would be the best possible placement for a special needs student, you should apply the concept of the least restrictive environment LRE to the situation. Least restrictive environment is a legal term applied in Public Law , The Education for All Handicapped Children Act of , which requires that students with disabilities must be placed in regular classrooms with their nondisabled peers, to the extent that their abilities allow.

When considering which classroom program to implement for your students with learning disabilities remember to assess the classroom and individual special needs of the students. The Edvocate. Top Menu. What is a School Principal? Matthew Lynch Teachers. Inclusion vs. For a student who has a high IQ but also has anxiety and difficulty in social situations, mainstreaming could mean putting the student in a general education science class. Inclusion would be adjusting how the student is expected to demonstrate knowledge, such as completing a written report instead of giving an oral presentation.

If the class is doing a group project, inclusion could involve thoughtfully choosing the group members and pairing students who are willing to cooperate with a child that may not have the same social skills. When a student is mainstreamed, inclusion is often overlooked but must always be considered.

It is not enough to put a student in the corner, ignore them, and then claim that mainstreaming has occurred. The student would not get much benefit from just being in the general education classroom. Steps need to be taken so the student can participate, learn, and interact with other students. The goal is to keep special education students in the general education environment as much as possible by providing necessary supports for the individual student, rather than segregation into isolated special education settings.

Mainstreaming and Least Restrictive Environment. Special education law requires each student to be educated in the Least Restrictive Environment LRE in which they can be successful. In other words, students must be in the general education environment as much as possible. Mainstreaming in general education includes academic and elective classes, lunch, recess, passing time, assemblies, and any other activity students participate in during school hours.

Each student should be in the general education at all times, unless there is an individual and specific reason that suggests otherwise. Districts must consider all supplemental aids and services that could be used to support a student in general education. It is only when a student cannot be successful in general education, even with supplementary aids and services, that a student should be removed from general education.

This might include the general education classroom, a resource room, a special classroom, or a percentage of time in multiple settings. The placement should be individually designed for the specific student in question, including the classroom location, type of instruction, and various aids and services necessary for success.

Placement decisions are made by a group of people, including the parents, who are knowledgeable about the student and placement options. The placement decision is usually made by the IEP team. The placement team must always first consider placement in a general education classroom. If removal for specially designed instruction, supports, or other services is required, it must be done in a mindful way.

Pull-outs during electives or other carefully selected times can help limit the impact of the removal on the student. LRE is not limited to the classroom. It applies to all school settings, including the lunchroom, playground, and transportation. Transportation includes to and from school, travel in and around school buildings, and specialized equipment that may be needed. It can also apply to nonacademic and extracurricular activities and services, as well as transition placements.

The IEP team must consider how the individual student can be included in all of these settings, and in the least restrictive way possible.