This post will be a reflection on Racheal B’s post. Much like Racheal’s experience in school concerning the mentally challenged, my interaction with the students grew less and less through the progression of schooling. Like Racheal, my elementary school classes were integrated with students of all types. However, middle school was not as integrated. Instead, my school had regular classes, and then a class with students that needed more attention. The students with special needs would attend this class but only if they wanted to. Everyone has good days and bad days and the mentally handicapped are no exception, thus, they only attended this class on their good days. The only time the special needs students were fully integrated was in gym, but even that was understandably strenuous on the special needs students at times with all loudness of the gym once everyone got to jumping around and playing basketball that always ended with someone getting hit in the face or what not. As high school came around, much like Rachel, my school had a program called, “The Options Program”, that was solely made up of students with special needs. However, when the special needs students one to to class, they were joined by a student in a program that was full of student volunteers that would take time out of gym, lunch, or leave a class early to assist the special needs students in class. Overall, like Racheal, I do think special needs students should have the opportunity to be in an inclusion classroom because it really does benefit everyone. The only problem I could see is if the teacher is not aware of how to interact with a student with special needs, in which that case could yield an overseer or something of this nature to stay with the student with special needs from class to class.
https://library.down-syndrome.org/en-us/research-practice/04/1/integration-down-syndrome-mainstream-schools-teachers-knowledge-needs-attitudes-expectations/
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