When is a Special Child Ready for Mainstreaming?

The debate between special and inclusive education has heightened in recent decades with growing emphasis on the need to provide equitable learning opportunities and resources for learners with special needs in mainstream classrooms (Ainscow, 2020). However, transitioning children with special needs from special schools into mainstream classrooms requires careful planning, support, and consideration of individual readiness. This CPD article critically examines existing literature to identify effective transition models and indicators of readiness for mainstreaming. It answers the questions: 1. Which transition models are effective for transferring children with special learning needs into mainstream classrooms?, 2. When is a special child ready for mainstreaming?

To answer the first question, it is important to highlight that transitioning children with special learning needs into mainstream classrooms requires thoughtful consideration of various factors, including the child’s abilities, needs, and the support available in both special education and mainstream settings. Below, the most effective transition models according to research are expounded with their individual strengths and limitations.

1. The Collaborative Team Model.

As the name suggests, this model is premised on collaboration among educators, parents, specialists, and support staff to develop and implement individualized transition plans that meet the needs of each special child based on his or her level of readiness. For it to be effective, four mechanisms must be put in place (Raghuvanshi, 2016). Firstly, clear lines of communication must be established among all stakeholders to share information about a child’s previous and emerging needs, progress and support plan. Second, regular meetings must be scheduled amongst stakeholders. This is where discussions about a child’s progress, learning and developmental goals, new challenges and observations are discussed. It is essential to actively involve parents in the collaborative process by seeking their input, sharing information about their child’s progress and soliciting feedback. Thirdly, foster a culture of collaborative problem solving where all stakeholders work together to identify challenges, brainstorm solutions, and implement strategies to support the child’s success in the mainstream classroom. Finally, collect and share data on the child’s progress with all stakeholders (ibid). Also use this data to monitor the effectiveness of tailored interventions and make adjustments to the support plan as needed.

2. The Gradual Integration Model

This model involves gradually increasing the amount of time a student with special learning needs spends in mainstream classrooms while providing appropriate support. The trick here is to gradually expose the child to the mainstream classroom environment in incremental steps such as spending short periods of time in the mainstream classroom while still primarily receiving instruction in a separate special education setting. As the child becomes more comfortable and familiar with the mainstream classroom environment, their participation and involvement in classroom activities gradually increases. Throughout the integration process, the child’s progress should be closely monitored, and adjustments must be made as needed to address any challenges or barriers to their success. The ultimate goal of the gradual integration model is for the special needs child to achieve full inclusion in the mainstream classroom at his/her own pace. Studies have shown that gradual integration allows students to adjust to the mainstream environment at their own pace, leading to better academic and social outcomes (Kaye, 2012). This model is also known as the flexible integration model. One way to implement it is to enroll ready special learners in areas that interest them academically and vocationally in mainstream classrooms, while receiving support in developing the necessary social and behavioral skills for successful full transitioning (Howe and Griffin, 2020).

3. Peer-Mediated Model

This model is grounded on using social contact as an avenue to learning and improving academic outcomes. It involves training peers without disabilities to provide support and facilitate the inclusion of students with special needs (Travers & Carter, 2022).

Peer-mediated support groups and cooperative learning is evidenced to improve the social participation of pupils with special educational needs in mainstream classrooms. Interventions of such nature significantly improve interaction, communication, social skills, and social initiation in children with special needs in inclusion settings (Biggs & Rossi, 2021). Though this model offers a promising approach to integrate children with special needs into mainstream classrooms by promoting empathy, communication, and mutual understanding among learners, its implementation challenges far exceed other models (ibid). A few of such challenges include the need for extensive peer training and ongoing support. Some critics argue that it may inadvertently place undue responsibility on typically developing peers, potentially leading to the neglect of academic needs. Moreover, success depends heavily on the attitudes and inclusivity of the broader school community. Hence, it should not be implemented as a stand-alone strategy but augmented with other models.

Assessing Readiness for Mainstreaming

Below choosing a transition model for mainstreaming, it is important to assess the readiness of the child in question. Determining when a special child is ready for mainstreaming is a complex process that involves assessing various factors related to the child’s academic, social, emotional, and behavioral development. While there is no one-size-fits-all approach, several indicators can help assess readiness for mainstreaming. Below are the ones we consider most important.

• Academic Preparedness: This involves assessing the student’s academic skills, including literacy, numeracy, and general cognitive abilities. Research suggests that students who demonstrate proficiency in foundational academic skills are better prepared to succeed in mainstream classrooms (Martin et al.,2021).
• Social Skills and Peer Interactions: Social readiness involves assessing the student’s ability to interact with peers and communicate sufficiently to be understood. The more socially inclined a child with disability is, the higher the likelihood of success in mainstream settings (Tiernan et al.,2020).
• Self-Advocacy and Independence: Here you assess the extent to which the special child has acquired skills that enable him or her to express needs and preferences. It is important to ensure self-advocacy skills are developed to an appreciable extent before attempting mainstreaming (Test et al., 2009).
• Emotional and Behavioral Regulation: Lastly, emotional regulation skills are essential for students to manage stress, regulate emotions, and adapt to the demands of the classroom environment. It is important to assess the special child on these skills to identify ill-behavior triggers and coping mechanisms that work for them before mainstreaming commences (Onwumere et al., 2021).

In conclusion, the efficiency and effectiveness of support provisions is dependent on appropriate resources (time, staff, finance) and good coordination among professionals. To maximize the benefit of these resources, an integrated, multidisciplinary approach, and understanding of the culture of special and mainstream schools are needed to allow the network to function fully and effectively. Additionally, careful consideration of the whole child, taking into account the child’s perception of his/her own needs and the responses made to these needs in line with legal frameworks and legislations binding school operations and persons with disabilities must be thoroughly assessed.

Note: Mainstreaming is not the goal; it’s just a means. The goal is to provide equitable learning opportunities for all children irrespective of their disabilities or differences; thereby giving them a fair chance to succeed in school and life.

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AUTHOR: EDUCATION 360 — Centre for Research, Advocacy and Training in Holistic Instruction and Innovative Learning.

Visit us @ www.education360gh.com or Email: hello@education360gh.com

References

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• Raghuvanshi, T. (2016). Collaborative Teaching Models: Mainstreaming Students with Disabilities. Universal Research Reports, 3, 6–11.
• Kaye, H. S. (2012). Gradual rebalancing of Medicaid long-term services and supports saves money and serves more people, statistical model shows. Health affairs, 31(6), 1195–1203.
• Howe, C., & Griffin, C. (2020). Is Ireland at a Crossroads of Inclusive Education?. REACH: Journal of Inclusive Education in Ireland, 33(1), 44–56.
• Travers, H. E., & Carter, E. W. (2022). A systematic review of how peer-mediated interventions impact students without disabilities. Remedial and Special Education, 43(1), 40–57.
• Biggs, E. E., & Rossi, E. B. (2021). Supporting Inclusion Through Peer Support. In Handbook of Effective Inclusive Elementary Schools (pp. 322–347). Routledge.
• Martin, T., Dixon, R., Verenikina, I., & Costley, D. (2021). Transitioning primary school students with Autism Spectrum Disorder from a special education setting to a mainstream classroom: successes and difficulties. International Journal of Inclusive Education, 25(5), 640–655.
• Tiernan, B., Casserly, A. M., & Maguire, G. (2020). Towards inclusive education: instructional practices to meet the needs of pupils with special educational needs in multi-grade settings. International Journal of Inclusive Education, 24(7), 787–807.
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