Benefits Of Mainstreaming Essay

1991 words - 8 pages

Another area of trouble D/HH students come across while being mainstreamed in education is that teachers are often unaccommodating. Not all teachers are willing to go the extra mile to make their D/HH students feel welcome in the classroom. One reason that this could be is because able bodied people often feel that people with a disability, such as deafness, are seen a lesser human beings, thus that some people do not believe that they should be mainstreamed. Some people believe that by creating a D/HH inclusive classroom, students will not get as good of an education, but “the ‘problem’ is not the person with disabilities; the problem is the way that normalcy is constructed to create the ...view middle of the document...

One thing that teachers need to realize is that each student is going to be different. D/HH students are going to learn differently that a hearing student does, and this need to be taken into consideration. The school system and the schools administrators need to make sure that they do not hold the ableistic view that, “The able body has a great capacity for self-transformation. It can be trained to do almost anything; it adjusts to new situations. The disabled body is limited in what it can do and what it can be trained to do. It experiences new situations as obstacles” (Siebers 280). This view that D/HH students do not have the ability to learn as well as hearing students can be a huge limitation that prevents D/HH students from getting the education that they need. After D/HH students have received the accommodations that are essential to their learning, teachers and school administrators need to treat these students just like they would treat any other student.
Having teachers who are unaccommodating is common for students being mainstreamed in school, but with more support for the teachers, this could improve. “We still face significant challenges in educating deaf and hard of hearing children that can only be met by dedicated, well-trained teachers” (Moores 99). The dedication from a teacher has to be his or her own choice, but the amount of training that they receive about D/HH students is up to their school system. Teachers would gain an immense amount of information that they might not have had beforehand, if they go through a seminar to learn about best practices when teaching a D/HH inclusive classroom. One problem with the current teaching strategies is that “many people do not know basic facts about deafness. They do not know, for example, that lip reading is a non-exact, and energy-draining skill - it is customarily estimated that only 30% of English can be discriminated correctly from lip reading in the absence of other cues” (Woodcock, Rohan, and Campbell 370). This is just one example of what could be taught at an inclusive classroom seminar. The problem is the school systems willingness to provide a seminar like this to the teachers.
Attitudes and actions of school administrators, especially principals, can be the difference between a successful mainstreaming program and a disastrous one. When a principal is excited to have a D/HH inclusive school, it makes the rest of the faculty excited as well. Having faculty that is committed to making mainstreaming effective is a great step towards a strong learning environment. But for a mainstreaming program to be successful, the principal and faculty need to be more than excited, they all need to be willing to learn. In her article about principal effectiveness in mainstreaming programs Jean Slobodzian says: “The level of involvement and attention that the principal pays to a mainstreaming program directly shapes the perceptions the deaf students and nondeaf members of the school...

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