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From: Vixen@f11.n203.z1.fidonet.org (Vixen)
Newsgroups: misc.handicap
Subject: Re: MAINSTREAMING
Message-ID: <15707@handicap.news>
Date: 16 May 91 15:37:15 GMT
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Index Number: 15707

[This is from the Silent Talk Conference]

Hi,

I have been reading and following the debate concerning the matters
of mainstreaming and residential schools or "separate classes."

The one fact of matters that seems to come shining through, at
least to me, and irregardless from which position of debate, is
that depending on all of the variables, different things work for
different people.

For the one, mainstreaming was successful and worked out quite well
and for the other, a residential school was the more successful.

If it is a given that the residential school is a good school with
some good teachers and the mainstream school is likewise, then
is'nt how successful the one will be over the other dependant on
the individual child and not on some theorem over which method of
instruction is the superior? Is is not more a matter of where the
child feels that he or she "better" fits in and is comfortable? How
well will a child learn in an environment where he or she does not
feel comfortable, somehow negatively different rather, or just does
not feel good about him or herself?

Maybe one child will feel better in a residential school and more a
part of things and "one of the gang!" Then again, might not another
child feel better in a mainstream school and find that being with
all kinds of children, is what makes him or her feel better about
themselves and also just "one of the gang?"

It is hard for me to imagine that either direction should be an
absolute.

Although I am deafened later in life and therefor did not attend a
residential school for the deaf, and might be challenged with,
"what do I know?", I will answer without a long story of
explanation, that for a time in my life, I was removed from
mainstream schooling and put into special classes. What I know, is
how "I" felt as a child being in those classes and my adult
memories of that time.

There is or was, a lot of duality of feeling. On the one hand, when
I was no longer able to keep up with and cope with mainstream
schooling and I was put into "special classes", there was a feeling
of relief, of being where I thought others were like me and would
understand and where my instructors would consider my special
needs. I did not feel so  much "less" than my classmates as I did
in the mainstream. I felt I could learn because in this new place,
I could cope!

On the other hand, because my special classes were located within a
mainstream school system and building, it seemed like every
mainstream student knew who was in "special classes" and felt that
they had license to ridicule special class students. To be in
"special classes" within the mainstream system, was to be taunted,
teased, made fun of and looked down upon. As we often hear said,
"Children can be quite creul." Disability is often cause for
laughter to many people, both children and adult. This negative was
very very hard to take. It often overshadowed what positive
feelings or hope one might feel by being in special classes.

This I will say, I personally would have rather have been in a
Special School then in those special classes within the mainstream
system. I was also greatly relieved to eventually make it back into
the mainstream system. Then again, there were those much less
negatively affected by being in those special classes than I! It
seems to me that so much of this must be taken on a case by case
basis. What will work for some, may not at all work for everyone,
no matter how great the philosophy.

Perhaps residential schools (for the deaf) offer some things that
special class and mainstream class do not offer the deaf child. For
example, little teaching about successful, talented or historical
persons who are well acheived and noted and deaf.  Then again, how
little the school system teachers of noted people who are or were
blind, had CP, black, and the list could on. I think this is a
valid point. Then again, how much time and effort do we put into
educating ourselves in these matters?  It is a question.

I suspect that if a child can understand the matter of choice
between mainstream education and alterantives, maybe the individual
child should be given the opportunity of decision? Again, is it not
so that the one child will thrive in the mainstream and the other
in an alterantive environment?

Perhaps the issue here is not that all deaf children should be in
residential schools or even day schools for the deaf, or should all
deaf children be mainstreamed, rather that education, all around,
should be improved, quality and of the greatest value whether it is
found in a residential school or a mainstream school. (And was'nt
that a long sentence?)

Oh well, let someone else figure it out, it is much too confusing
for me! HeheH!

Keepin' the faith!

.                           Vixen

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