Ammarah Sakrani

The education system is responsible for giving all students, including those with disabilities, equal opportunities. Worldwide, between 93 million and 150 million children have a disability. According to the World Health Organization and the World Bank, “being disabled more than doubles the chance of never enrolling in school” in some countries [1]. 

For decades, debate has raged over whether it is better to mainstream students with disabilities or place them in special classrooms. Mainstreaming requires integrating students into regular classrooms, whereas special classrooms are solely dedicated to the needs of students with disabilities. Mainstreaming students entails being able to make all of the necessary accommodations for a student’s success. E.g. To access the same reading material as their peers, a student with a visual impairment may be given large-print textbooks or an audiobook. A sensory-impaired student may require that their classroom be free of harsh florescent lighting and large, colourful stimuli [2].

One of the most important benefits of mainstreaming is that it encourages socialization and inclusion. Students with disabilities can interact with their peers who do not have disabilities, which can help reduce stigma and promote empathy. This also gives students access to the same curriculum as their peers, which can help them perform better in school. Furthermore, mainstreaming helps students with disabilities prepare for the real world, where they will need to interact with people from various backgrounds.

However, meeting the individual needs of students with disabilities in a regular classroom setting can be difficult. Teachers may lack the necessary training or resources to provide the necessary support to students. It can also be stressful for disabled students, who may experience anxiety or feel disconnected in a regular classroom setting. Furthermore, this can be disruptive to the learning environment for students who do not have disabilities as they may feel neglected or frustrated as a result of the extra attention given to students with disabilities.

Special classrooms, on the other hand, provide a more individualized approach to education, which can be beneficial for students with disabilities. Special education teachers are specially trained to work with students with disabilities and can provide specialized instruction and support. Special classrooms also provide a more structured environment, which can benefit students with disabilities who have difficulty dealing with distractions or changes in routine. Students with severe disabilities may feel more comfortable and accepted in a setting where everyone faces similar challenges, so placing them in special classrooms can provide a sense of community and belonging.

Some may argue that special education classrooms reinforce stigma and segregation, causing students to become isolated from their peers. Finally, maintaining special classrooms can be costly, and they may not be available in all regions.

When the benefits and drawbacks are considered, it is clear that there is no one-size-fits-all approach to educating students with disabilities. The best approach can be determined by each student’s individual needs as well as the resources available in their schools. However, a hybrid approach combining mainstreaming and special classrooms may be the most effective in general.

In this approach, students with disabilities would be integrated into regular classrooms for some subjects while receiving specialized instruction and support in a separate classroom setting for others areas of work. This strategy would allow students with disabilities to benefit from mainstreaming’s socialization and inclusion while also receiving individualized instruction and support in special classrooms.

It is important to continue exploring and implementing strategies that promote equal opportunities and accessibility in education. Ultimately, the goal of education should be to give all students equal opportunities, regardless of their abilities or disabilities.

References:

1. (n.d.). Children with disabilities. [online] Available at: https://theirworld.org/resources/children-with-disabilities/#:~:text=Between%2093%20million%20and%20150 [Accessed 20 Mar. 2023].
2. Applied Behavior Analysis Programs Guide. (n.d.). What is Mainstreaming in Special Education? [online] Available at: https://www.appliedbehavioranalysisprograms.com/faq/special-education-mainstreaming/ [Accessed 20 Mar. 2023].