Getting the best education for students with disabilities

Of all the debatable topics for research papers, disability and education can be quite a sensitive subject. Just like disability is with many things in society. This is especially true when many people effected with disabilities (and their friends and families) believe that the educational system is not acceptable. Why is this when there is arguably a great deal being done to accommodate disability within the educational system? A major point is relating to the segregation of facilities and teaching methods for those with disabilities. Education should be an exercise in equality for everyone involved, and as such, the disabled should experience as much normality as every other student does. Highlighting a disabled person’s differences with adapted methodologies goes against treating every student equally.

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No matter what your situation, being made to feel like you stand out because of your personal situation can have negative implications on your learning. When you feel socially comfortable, you are more likely to achieve much more. Every single student in a learning environment needs equal inclusion and , while special educational needs cannot be avoided for students with certain disabilities, the essence of mainstreaming is to minimize the exclusion that this can cause.

So under the mainstreaming philosophy, it is essential that those with special needs spend as much time as possible in a standard educational environment (or ideally all of their time). Everyone can participate in debates and group learning most of the time. In anything from the possible effects of global warming to types of communication technology. Also assuming that a disabled student is unable to participate, or would not benefit from such participation, is totally misguided. For every student, the learning of self-discipline, independence of thought and confidence is crucial, and a disabled student should neither be thought of as requiring these things any more or any less than other students.

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All in all, it is perfectly understandable that we show concern for the learning and development of students with disabilities. However, only up to the point where that concern does not envisage the student excluded from the standard educational system. Obviously their condition will mean that teaching will be specialized for them. However, this can be done within a standard environment and giving these students the same educational structure, testing and disciplinary action as everyone else within reason is paramount. Disabled students can benefit extraordinarily from this inclusion.