Educating students with diverse abilities
Background of the case
Ted, an eight-year old boy and going to year three, has been moved to a new town and transferred to the Primary School where I’m the Principal. He’s moderate learning difficulties among them autism and spina bifida, the latter requiring him to use a wheelchair. His mother, a sole parent, coordinates with the Ted’s teachers so as to help assist him. Has a sister, ten-year-old Sarah, in fifth grade who is supportive of and protective towards him. He’s not disruptive in the class. He has passed in previous grades albeit with a lot of effort from his teachers. His new class teacher raises concerns about him attending a normal classroom setting and feels he would be better off at the local Special School together with students with similar disabilities. His mother objects and feels he’s progressing well in a normal primary school setting. My stance is that Ted would be better included in the general classroom setting.
Mainstreaming in students with disabilities
For a long time educating students with disabilities in a special education classroom setting away from the mainstream had been a norm. However, there is an increasing trend whereby disabled students are educated together with their counterparts who are non-disabled and special education classes are giving way to regular classrooms (mainstreaming). But what are the driving factors?
To an extent, some constitutions recognize the importance of educating disabled students in the mainstream setting. For example, the federal law under the Public Law 94-142, clearly states that disabled students should be educated in an appropriate and least restrictive setting, also, alongside their non-disabled counterparts. Analyzing the term “least restrictive” it implies that they should be educated in a normal education classroom setting (Brady, Laurie & Alan, 2005). Another example, is the Saskatchewan Education Act regulations which specify that the handicapped students that should be exclusively trained in a special education class are the multiply handicapped, that is, those who are severely impaired sensory, physically and/or health.
Even though it has its setbacks, mainstreaming has its merits. Educating disabled students alongside their non-disabled counterparts increase the level of the academic success of the disabled. Where the students access direct instruction through a resource room, they improve their skills applied in the general education system, thus, disabled students accessing such resource rooms boost their academic skills. The inclusion of the disabled students in the mainstream education setting increases their confidence. Based on an assessment report on Californian disabled students but who had attended a different school before being mainstreamed the assessment showed that 96% had a feeling of confidence compared to the 3% who saw no difference and 1% with opining lesser confidence. Mainstreaming students creates a sense in the whole class that the disabled students might require more assistance.
Mainstreaming gives disabled students an opportunity observe and learn the social skills and be integrated into the society. Mainstreaming breaks the tension of communication and in its stead, ensures positive interaction between the both sets of students and that interaction transcends the confines of school walls into the future of the students. The social contact theory sums it all up as it states that occasional, crucial and positive interaction between persons with various differences can enhance personal attitude. Many times, students with autism are faced with the difficult task of generalizing social skills. In that context, the tutor can use the non-disabled students to teach the autistic learners social skills to boost the generalization of acquired skills. Mainstreaming autistic children prepares them for an independent future since they are exposed and interact in a normal social behavior. It is also crucial in portraying to their non-disabled counterparts, the young students, that all persons belong and are accepted both in the classroom and the community in general.

Advice to Ted’s new teacher regarding her concerns
Many times, due to inadequate training, teachers are not ready to willingly accept disabled students in the mainstream classroom setting, as the case above. Here’s how to alleviate the Ted’s new class teacher’s concerns. She would glad to know and would change her attitude on knowing that based on researches, teachers in her situation opt for the inclusion of students with learning disabilities in place of those that have intellectual disabilities or emotional disturbances. Also, she needs to get advised that beliefs that it’s right and helpful for mainstreaming students in regular education programs have made a growing number of school administrators and boards review their policies and are actively participating in the integration of moderate and severely handicapped students in the regular classroom setting.
She must know that disabled students want to excel and participate in their best way possible and Ted will do anything in his capacity to ensure that he excels and participates just like his counterparts. Moreover, the old saying sums up it all, disability is not inability. She should see the potential on Ted and he can do, rather than thinking of what he cannot do (Adrian & John, 2009). Since Ted has an older sister, Sarah, and who is both supportive and protective of him, she will support her younger in his school work so as to be protect him from any embarassment that may result from poor performance at school. She also need to understand that she is teaching a student, Ted, and not teaching his disability. She needs to understand that Ted’s difficulty in learning in his previous school may not be necessarily contributed by his handicap, but, possibly by his tender age as he is eight years old. Since at a tender age, the full potential of children is not fully known, she should not judge a book by its cover. Also, since Ted’s mother may have encyclopedic knowledge on her son’s behavior and may offer information that may be help his new teacher teach him effectively.
Strategies to Ted’s teacher
The follows are suggestions of strategies that will help Ted’s teacher support him. One of them is that she should strive on what Ted can do all time as people like him, strive their best to be “normal” and be seen as such (John, 2006). The second one; she should never allow other non-disabled classmates in Ted’s class harass or bully him in any way such as by hurling names. In such a case she should teach the classmates on handicap so that they can not only accept Ted as a human being, but also, respect him. The appropriate time to carry out such a teaching on handicap is when Ted is absent from class. describing to fellow students on autism and the effects that it can bring at times. Explaining to the other classmates that Ted’s condition is uncontrollable can be effective in alleviating the discrimination of him.
The third strategy; she should have high expectations on him as he has the potential. Fourth is that she should be focused on the deficits of Ted’s skills and behaviors and not his categorization of someone who needs a special education environment.
Occasionally commenting positively on Ted, creating lessons and classroom work that boost (Lauren & Cathy, 2009). Ted’s confidence is also, fifth, a good strategy. To avoid breaking his confidentiality, she should avoid calling attention on him and publicly announcing that he possesses a learning disability. The sixth strategy, is restraining herself from sympathizing with Ted. Disabled students students hate being sympathized with. Thus, when speaking to Ted, she should think about what she’s saying to avoid him understanding or hurting him.
Another strategy is identifying a safe place that is free of stress and serene. This secure place can assist Ted as he can go there whenever he has anxiety or when he needs to spend some time away from the class. Also, using visual aids can be an effective strategy. Ted, like many students with an autism condition similar to his, easily grasp what is being taught if its done through the use of images. Thus, simple illustrations together with the times various activities on a visual timetable can assist Ted in knowing when she is about to teach and at what time (Noel, Norman & Mohamad, 2010). Also, involving him in all activities of the class can be a crucial strategy in helping him in mixing with the fellow students. Whereas students are hostile to those disabled, others are sympathetic. She should make use of the students the sympathetic students whenever grouping them during classroom activities such as during lunchtime or break times.
She should make use of Ted’s mother a resource. Most parents have an in-depth knowledge of the disabilities in their children and his mother can possibly not be an exception. So as to effectively teach him, she should use his mother as a source of child-centered information.
His behavior may reflect his condition, for example, his autism may make him aggressive at times such as when there is confusion, or may imply that he’s ill or stressed. In such a case, she should first find out the cause the cause of aggressiveness before she can punish him as his tactile defense may be attributed to various causes.
Other strategies include focusing on Ted’s attention, such as calling his name before communicating to him; inform Ted of a change or switch of activity that’s just about to occur; she should learn to recognize his various manners or behaviors that portray stress or anxiety; she should reward him for positive efforts that he does on assignments or tests (Sheila, 1999); she should consult a special education specialist whenever she’s faced with a difficult situation; also, since some learners with autism may be tactile defensive, and he may be one of them, in such a case she should request his permission when doing anything on him. For example, she may say, “Ted, can I ask you a question?”
Support to Ted’s Teacher
The tasks of an inclusion teacher and understanding of the tasks requires the multi-task ability. There are a number of ways as follows through which I may support her. The understanding of the duties of an inclusion teacher and its requirements can improve the performance of a disabled student. Students with altruism, as aforementioned, have been observed to be affected by change of change or switch of activity. To avoid an occasion where the teacher may be absent from school due to unavoidable circumstances such as sickness, appointing a teaching aide (substitute)from among the rest of the teachers and occasionally requiring the teacher to teach Ted can help in avoiding the effects that would result from Ted’s teacher missing school. Also, as a principal, I would require co-teaching in her class.
As a principal, I would direct her [if she had not taken before] to be a general education teacher in and her teaching tasks to be in the inclusion class only (Linda n.d.). In this way, she will be responsible for the planning and modification of the curriculum in a way that’s tailored to integrate Ted. This can be by either both of the teachers teaching, or one teaching while the other supports.
I would consult an inclusion specialist to come to my school and assist her [Ted’s teacher] develop accommodation and modification so that he [Ted] can access the curriculum in the general education class. The inclusion specialist can also come handy as can train and supervise the para-educator [Ted’s teacher] and Ted. I would also enhance staff development, in this case, Ted’s teacher and her personal needs. I would involve her in the development of and the communication of a school vision statement lobbying for the philosophy of inclusion. Other ways through which I can help her are developing policies and forums that can be used for decision-making; ensuring that the school administration allocates sufficient resources to her class; since giving lip service to inclusion teachers makes them feel marginalized, being her strong supporter will give her recognition.

References
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