Mainstreaming Special Class Students with Mild Handicaps Through Group Instruction

Abstract

Mainstreaming of mildly handicapped students from special to general classes is a controversial and contemporary issue. Despite a number of important difficulties, mainstream classes are considered to be the most appropriate placement for mildly handicapped students. The value of group instruction as a method of achieving effective mainstreaming is discussed in relation to its potential for developing social skills, providing a framework for instruction, and ensuring a link between the special and general class. Within the framework for instruction, three specific group instruction techniques are examined: cooperative learning, peer tutoring, and reciprocal teaching. It is argued that mainstreaming skill training should commence in the special class, and culminate in those skills being applied and supported in a general classroom learning environment. Group teaching strategies may serve as an effective, transportable framework in which to achieve effective mainstreaming.

The Effect of Place-Based Education Integrated Project Studies on Students’ Problem-Solving and Social Skills

“…In a related study, Yılar (2015) indicated that when projects studies were conducted in groups, they positively affect students' social skills since students were in constant cooperation and communication with their group members in the process. In another study, Conway and Gow (1988) stated that collaborative teaching techniques with group studies were effective for inactive students with low social skills in integrating them into active learning in the class and improved students' social skills of (cited in Arısoy (2011)). Tuncel (2006) identified that working in groups motivated students each other, created a team spirit, encouraged each other, increased students' social skills as similarly found in the project group studies of this study.…”

Fostering literacy acquisition of students with developmental disabilities: Assisted reading with predictable trade books

“…This is information needed by both special and general education personnel planning reading instruction for special needs students, whether they are taught in resource rooms or integrated into "regular" classrooms where literature is the medium of instruction. Indeed, along the lines argued in an analysis of successful mainstreaming (Conway & Gow, 1988), success of inclusion programs may be contingent on developing group instructional approaches and techniques that work for both mildly handicapped students and their nonhandicapped peers. As a first step, we need to find out if children with cognitive disabilities can not only participate, but thrive in instructional settings characterized by constructivist beliefs that see reading as a thinking process under the cognitive control of the learner.…”

Inclusion or Pull-Out

“…94-142, typically does not occur in general education classrooms (Zigmond & Baker, 1994), and many teachers make few or no adaptations for students with LD (Baker & Zigmond, 1990;Mcintosh, Vaughn, Schumm, Haager, & Lee, 1993). General education teachers often feel inadequately prepared to teach students with disabilities (Conway & Gow, 1988;Gersten, Walker, & Darch, 1988;Schumm & Vaughn, 1992). And although social acceptance is purported to be a benefit of full-time inclusion, increased friendships may not be the outcome for many students with LD; frequently they are identified as the least popular or most rejected students in their classrooms (Bryan & Bryan, 1978;Gresham, 1984;Vaughn, Elbaum, & Schumm, in press).…”