Mainstreaming (education) | EPFL Graph Search

Mainstreaming, in the context of education, is the practice of placing students with special education needs in a general education classroom during specific time periods based on their skills. This means students who are a part of the special education classroom will join the regular education classroom at certain times which are fitting for the special education student. These students may attend art or physical education in the regular education classrooms. Sometimes these students will attend math and science in a separate classroom, but attend English in a general education classroom. Schools that practice mainstreaming believe that students with special needs who cannot function in a general education classroom to a certain extent belong in the special education environment. Access to a special education classroom, often called a "separate classroom or resource room", is valuable to the student with a disability. Students have the ability to work one-to-one with special education teachers, addressing any need for remediation during the school day. Many researchers, educators and parents have advocated the importance of these classrooms amongst political environments that favor their elimination. Oftentimes mainstreamed students will have certain supports they will bring to the general education classroom. A common support is to bring a one-on-one aide to assist them. Other equipment may be tools from their special education classroom that assist them in keeping up with the demands of the general education classroom. This may be a device that helps a deaf student communicate with their peers, a special chair for a student diagnosed with Down syndrome, or a special desk for a student that is in a wheelchair. Some of these students may need accommodations on assignments or tests. Proponents of both the philosophy of educational inclusion assert that educating children with disabilities alongside their non-disabled peers fosters understanding and tolerance, better preparing students of all abilities to function in the world beyond school.

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TU Dublin2023

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This book provides evidence-informed and practical advice on how to design, teach, and facilitate hands-on, experiential learning in practical higher education settings. With rich case studies and carefully considered analysis tasks, all underpinned by res ...

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Improving executive, behavioural and socio-emotional competences in very preterm young adolescents through a mindfulness-based intervention: Study protocol and feasibility

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