LEARNING DIABILITY

Inclusion In The Mainstream Classroom

Name of Writer

Name of Institution

Inclusion In The Mainstream Classroom

Learners who demonstrate or experience difficulties in learning are often not included in the mainstream classrooms due to their learning disabilities. They are more often put in specialized classes or programs that cater to their special learning needs. Only the children with complete autonomy over learning and children with fewest behavioral disorders allow joining the mainstream classrooms. Moreover, some studies also suggest that children with families in low socioeconomic level tend to spend less time in school rather than children with families in high socioeconomic level. This is largely due to the fact, that children with families in high socio economic level are well informed about their options, and find it much easier to convince reluctant teacher about their choice. Even though the public policy is arguing about the shift towards regular class time for children with learning disabilities or barriers. However, it is suggested that the amount of time split between regular class and special class is not providing sufficient results, since children with learning disabilities are not provided with a sufficient amount of weekly hours of inclusion in the mainstream classroom. It has been observed that children with learning difficulties should be included in a mainstream classroom by providing them with appropriate support services. However, without these support services these children are bound to behave aberrantly, such as irritability and un-cooperativeness, which are among the major problems behind the expulsion of these children from mainstream classroom (Yianni-Coudurier, et al, 2008).

In order for children with learning disabilities to get included in the mainstream classroom, that they are facilitated with the necessary support services so as to lessen their learning disabilities and problematic behaviors. For this reason, children with learning disabilities and problematic behavior should be placed in a comfortable and safe environment. One way to promote this issue is by structuring the class in a visually organized manner so that learning is facilitated within these children. Moreover, students with learning disabilities should be encouraged to talk about their feelings when discussing appropriate and inappropriate behavior. Furthermore, the teacher should promote positive behavior by encouraging the student in a positive way. In addition to that teachers and educators should use visual support in order to guide students about positive and negative behavior. Also, it would be beneficial for students with learning disabilities and problematic behavior to attend continuous psychotherapy, as research suggests that it helps diminish the learning disabilities and reduces the problematic behavior within the child. Besides all of the aforementioned practices, the student's family should also provide support in order to reduce the learning deficiency in their child, by frequently communicating the needs and behaviors of the child with the teacher. These are some of the practices that every teacher can partake in order to facilitate children with learning disabilities to get included in the mainstream classrooms (Hendley, 2007).

Additionally, teachers should become a role model for students with learning disabilities. They should act in a way ...