Emily Greenhalgh

ID #: 110169036
Teaching Children with Disabilities:

'Special schools/settings are a thing of the past, they are anachronistic and not what education should be
about for students with disabilities. All regular schools and teachers are in a position to provide students
with disabilities with the education they need and deserve.'

Introduction:

Mainstream and special settings are both schooling environments that try to provide the best support for each and
every student. Approximately 15% of Australian children have a chronic illness and therefore, teachers need to be
able to provide a safe environment for these students to learn (Manglaras, 2018). Along with the 15% of children
with chronic illnesses, there are approximately 12% of DECD students who have a verified disability (Manglaras
2018). Of the 10% of students with a verified disability, only 20% of these students receive support (Manglaras
2018). Therefore, there are many factors for parents to consider when deciding whether to enrol their child into a
special setting or a mainstream school. It is important to recognise that depending on the specific needs of the
child, the outcomes and goals may need to be adjusted to be able to suit their learning ability and therefore what
setting they will learn best in (Kauffman & Pullen 2013).

As in mainstream schooling, students all have different learning goals and abilities and therefore students with a
disability should not be disadvantaged or taken out of situations where they are able to work with their peers.
Teachers should be able to provide individualised support for those students who need it (Kauffman & Pullen
2013). However, in saying this, students with a severe disability and handicap that need one on one support have
the right to be provided with this support and if that is best given in a special setting where their needs are being
met and their learning goals and strived for, this student should not be disadvantaged by not having the necessary
support they need to be able to succeed.

Mainstream schooling has many support systems and teachers have the ability to support those students with
disabilities in most aspects of their learning. The areas in which teachers are not qualified to assist students with
the support they need, can be developed with outside support systems and therefore mainstream schooling should
provide for all students’ needs (Bakken, Obiakor & Obiakor 2016)..

Mainstream schooling:

Mainstream schooling is a space where most students go to learn. Each classroom is made up of multiple learning
abilities and the learners are grouped by age rather than ability, in most cases.

There are also some students who will go through their schooling without being diagnosed with a disability who
perhaps need additional support to be able to reach their full potential (Cavet 2000). Teachers need to be able to
offer support to those students who appear “behind” the other students academically and need to recognise that
 Emily Greenhalgh
ID #: 110169036
not all techniques will benefit all students. Therefore, by using multiple styles of teaching and understanding the
individual needs of each child, the students will be able to respond to the learning in the way you intended it and
therefore, with support will strive to achieve their academic goals.

There are now many types of support systems that are available in mainstream schooling such as, counselling,
SSOs, accelerated specialty programs and many more. These programs and support systems are put in place to
specifically support those students who need the additional help and to have a clearer focus on the specific child’s
progressions with their personal and academic growth. The support given is specifically tailored to the individual’s
needs and therefore, the student is able to gain more understanding of the content.

Therefore, mainstreaming is an effective way of allowing students with disabilities to be able to work alongside
their peers in a classroom setting which reflects how their learning will hopefully continue in the future.
Mainstreaming schooling is also an effective way for students to engage with their peers in an inclusive manner.

To help students with disabilities to be involved in the classroom, teachers can engage in a range of techniques
which will allow all students to develop their understanding of the content while providing students with
disabilities more opportunities to engage with the content at a pace that works for them (Manglaras 2018).
Teachers can also provide the students with a range of learning supports. These supports can range from highly
technical supports such as Podds, sight to speech technology and accessibility modes to low technical supports
such as slope desks, large print text and “exit tickets” (Manglaras 2018). These supports assist the student to be
able to concentrate and allows them to be able to participate in the class (Manglaras 2018).

Teachers need to be able to scaffold the learning to suit the needs of all students. Along with this, teachers should
encourage students to be involved with discussions and provide answers in class time. This will get them involved in
the classroom and allow them to explore their opinions in a safe environment, amongst their peers. After assisting
and scaffolding their learning the teacher should follow up on their learning. This could include strategies such as
recapping essential learning outcomes, having short one on one interviews with the students and reviewing their
work to ensure that they understand the concepts which had been taught (Reichenberg, 2015).

Mainstream schooling is a positive way to allow students with disabilities to be able to be in a class with their peers
and socialise and gain lifelong skills that they may not be able to achieve in a special setting, due to small class sizes
and the diverse range of personal abilities and ages in each class (Reichenberg, 2015). Students are given the
chance to build friendships, learn lifelong skills and develop academically while the learning is still catered to their
specific learning needs. This outcome is most beneficial for students as they are exposed to the multitude of
opportunities given to mainstream schooling students and therefore they are not limited to their disability, instead
they are included and encouraged to participate (Reichenberg, 2015).
 Emily Greenhalgh
ID #: 110169036
Historical perspective:

Disabilities were often frowned upon and seen in a negative light prior to the 1700’s (Rotatori, Obiakor, & Bakken
2011). Most people with disabilities were often ignored and seen to be worthless, however this has changed and
now students with disabilities are able to receive the education that they deserve (Rotatori, Obiakor, & Bakken
2011). Often students with disabilities were unable to enrol in a public school as students with disabilities were
seen to cause too much stress for teachers and they were unable to participate in the class (Carroll 2013). It was
less common to have a diagnosis of a disability in the past and therefore there was less stigma and need for
choosing between mainstream and special schooling (Carroll 2013). However, as we have developed we now
understand that we need to recognise the abilities of all students and how they each learn in different ways.
Therefore the special schooling system was put in place and can now cater for those with severe disabilities.

These days, it is still quite difficult and very time consuming to be able to get a diagnosis of a disability and
therefore, the necessary support needed for the student is not always available to them (Carroll 2013). Parents will
often choose to seek help from their school to be able to get a diagnosis for their child (Mangalas 2018).

Considering there are so many more children needing a diagnosis, there are now waiting lists which parents and
schools need to nominate students to go through the process. This process can be sped up by individually paying
for the diagnosis to go through, however this is very difficult for most parents as they do not have enough money
to be able to do this by themselves.

Parent views:

Parents play a vital role in decision making for their children and therefore they determine what type of schooling
their child will be involved in. Parents of children with disabilities are quite often heavily involved in their children’s
education and build close relationships with various professionals to ensure their child is achieving (Porter &
Mackenzie 2000, p. 58).

No matter what type of disability the child has - whether it is diagnosed at birth or unexpected due to trauma -
parents will grieve and therefore teachers and other support staff must help to support and clarify any
uncertainties that they may have with mainstream or special school settings (Porter & Mackenzie 2000, p. 59).

Parents will decide on the educational setting for their child depending on a range of circumstances. They may
choose to enrol their child in a mainstream school to interact with the community. This will also allow the students
to be able to be involved with their peers and have the same opportunities as those around them and does not
confine them to the expectations of others. It was found that moving from an isolated educative service to one
which is community based and inclusive, both had positive effects on the child and the family and helped to grow a
deeper understanding of different needs within the community. Therefore, the parents had more support and were
 Emily Greenhalgh
ID #: 110169036
less secluded, instead they were more positive about their child’s learning and themselves (Porter & Mackenzie
2000, p. 73).

Unfortunately, it is common for parents of students with a disability to struggle to be able to support their children
financially and this also contributes to what type of setting they choose for their child. They are often at liberty of
the support offered by the government agencies and therefore are frustrated by many outcomes and disappointed
by their lack of control (Porter & Mackenzie 2000, p. 60/72).

It is important to recognise that parents/caregivers have various views on what is best for their child at any
particular stage of their development and no matter what decision they make about the educational path they
choose, they are doing what they think is best for their child. We, as educators must work with the families and
tailor the support to their needs and the needs specifically of the child. It is crucial to listen to the families and
create a common understanding of their experiences so far and what they want to be able to achieve (Porter &
Mackenzie 2000, p. 75).

Teacher views:

Teachers are in a position to be able to provide support for all students no matter their ability/disability. They can
recognise and provide support to those students who need help. Teachers also have the resources and support of
other staff to be able to plan lessons that will benefit the learning of all students (Kauffman & Pullen 2013).

Educators with high personal and teacher efficacy are more likely to be able to recommend and try to include
students with disabilities. These educators feel confident in their own ability and also feel confident in their ability
as a teacher and therefore they are able to provide the education that these students need (Soodak, Podell &
Lehman 1988, p. 482).

Teachers often feel as though they do not have the support themselves, to be able to offer support to those
students with disabilities (Soodak, Podell & Lehman 1988, p. 491). However, through speaking with the families of
students with disabilities and having the support of the other staff and leadership in the school, they will be able to
provide the support that the students need by creating open communication and understanding between, student,
parents and teacher (Kauffman & Pullen 2013).

Teachers need to have a strong positive relationship with the families of students with disabilities (Kauffman &
Pullen 2013). In creating this relationship, teachers are able to understand what the student’s needs are and what
the parents want their child to achieve. This understanding will help to develop a routine for the child and
therefore will provide the student with stability and understanding between home and school (Kauffman & Pullen
2013).
 Emily Greenhalgh
ID #: 110169036
An inclusive classroom:

An inclusive classroom is one in which teachers provide an environment where students feel safe and comfortable.
This also includes the teacher providing a welcoming space for students to help build relationships and share in
mutual respect and trust (Cavet 2000 p.95). These classrooms show value to all students and help to identify the
students’ strengths and use these to benefit their learning, while also working and improving their weaknesses. An
inclusive classroom is viewed as a shared community where all opinions are of importance and responsibilities are
shared amongst the class. The opportunity of shared responsibility creates a community and this benefits all
students in the class as they understand how to work together as a group and this creates a sense of trust and
develops their classroom culture. These skills are beneficial for all students to use in the future and will help to
grow students’ social skills, emotional wellbeing and academic ability (Cavet 2000 p.95).

Students’ social skills are greatly improved when a part of an inclusive classroom. The students are exposed to
many different ways of communicating effectively and together they learn how to work together. This means,
students involved in an inclusive classroom are able to learn fundamental social skills such as body language,
gestures and verbal cues to help assist them throughout their life (Cavet 2000 p.97). This is beneficial for students
with disabilities as they may have difficulty reading emotions and understanding non-verbal cues, therefore
working in a classroom which is able to help achieve effective communication is an integral part of their learning
experience (Cavet 2000 p.97).

The students’ emotional wellbeing is also supported in an inclusive classroom. Students learn how to support one
another and celebrate each other’s achievements. They are also confident that both the students and teacher are
cared for and respected (Cavet 2000 p.96). These types of classrooms are proven to help target violence and
harassment. Therefore, by creating an inclusive classroom, students are able to develop empathy for their
classmates and understand how to include and respect everyone. An inclusive classroom helps to support students
engagement and therefore, minimises the time to create behavioural problems within the class. This means, while
students are supported and willing to work to create a harmonious environment, their academic achievements
improve.

An inclusive classroom is an important aspect of education and how students learn. As well as supporting the
students socially and emotionally, these classrooms are also known to create a space where students are more
likely to perform well academically (Cavet 2000, p. 95). Therefore, inclusive classrooms are helping students to be
able to create lifelong skills socially and emotionally, however, it also helps the students to increase engagement
and academic outcomes.
 Emily Greenhalgh
ID #: 110169036
Special School/Setting:

Special schools are seen to provide students with an education who are unable to attend mainstream schooling due
to their disability (Bakken, Obiakor & Obiakor 2016). These classrooms are designed to provide the students with
the necessary support they need to be able to succeed. However, these support systems can also be put in place in
a mainstream school, given that the school is able to receive and deliver these services (Bakken, Obiakor & Obiakor
2016).

A special school/setting is a space where students with severe handicap and disabilities are able to have the
support they need to be able to achieve their personal goals (Soodak, Podell & Lehman 1988, p. 483). This does not
mean that they do not interact with mainstream schooling students’, this means they get additional support which
is needed that may not be available to them if they were enrolled in a mainstream school.

Conclusion:

Due to the support given to teachers in mainstream schooling and the outside support systems that are available to
them, students should be given the opportunity to be involved in mainstream schooling, no matter their academic
ability. It is important to recognise the abilities of all students and give them the support which will benefit their
personal and academic growth the most. It is also important to work with the families of the student so that you
can work together to reach the common goal of the best scenario for their child.

It is important to consult with the families of children with disabilities to develop an understanding of their needs
for their child. This will also help to create a connection with the family and therefore teachers will then be able to
have open communication about their child’s progress and the developments they are making.

Mainstream schooling is very beneficial for all students. It provides a range of opportunities for students to be able
to work with one another and gain lifelong skills , such as emotional wellbeing, social skills and academic
achievement that they will be able to use in the future. By including students with disabilities in mainstream
schooling, it gives them the same opportunities as those who attend mainstream schooling and therefore they are
exposed to the same experiences.
 Emily Greenhalgh
ID #: 110169036
References:

Bakken, J, Obiakor, F & Obiakor, F 2016, ‘General and special education inclusion in an age of change : impact on
students with disabilities’, Advances in Special Education, vol. 3, Bingley.

Carroll D, 2013, ‘Special education, inclusion, and advocacy’, Families of children with developmental disabilities,
Understanding stress and opportunities for growth, p. 75-87.

Cavet, J 2000, ‘’It’s a delicate thing’: coping with a hidden disability in mainstream schools’, British Journal of Special
Education, vol. 27, no. 23, p. 154-158.

Kauffman, J & Pullen, P 2013, Exceptional Learners, Pearson Education, UK.

Manglaras, N 2018, Teaching Children with Disabilities Lecture, viewed 6 May 2018.

Manglaras, N 2018, Teaching Children with Disabilities Lecture, viewed 3 April 2018

Porter, L & Mackenzie, S 2000, ‘The experience of parenting children with disabilities’, Professional collaboration
with parents of children with disabilities, MacLennan & Petty, pp. 58

Reichenberg, M 2015, ‘Literacy, Language and Social Interaction in Special Schools’, Reading Matrix, vol. 15, no. 1,
p. 173-187.

Rotatori, A, Obiakor, F, & Bakken, J 2011, ‘History of Special Education’, Advances in Special Education, vol. 21.

Soodak, L, Podell, D, & Lehman, L 1988, ‘Teacher, student and school attributes as predictors of teachers' responses
to inclusion’, Journal of special education, vol. 31, no. 4, p. 480-497.