My view on mainstreaming of special needs, especially blind,school children is a big mistake. It is a feel good, politically correct movement that is not in the best interest of the student's education. I am a graduate of the Arkansas School for the Blind in the 1979. Beazle said it best, "They really learn 'em at the blind school". It was obvious that my sister and I had a more rigorous education than our neighborhood friends.
Our school was small so the choice of classes was limited. We did have enthusiastic, dedicated, and caring teachers. I can remember stories about most of my teachers. These were the days before we knew mercury was dangerous if not contained. People knew it was poisonous if injected but not if touched. Our science teacher told how she taught an object lesson about the density of mercury to a class a few years ago. She sent this little bitty ninety pound girl to the basement to, "Bring me that gallon of mercury". The little bitty girl leaves and comes back a few minutes later explaining, "I can pick it up." The teacher then taught how liquid mercury is 30 times as heavy is water. A gallon of water weighs 8 pounds so a gallon of liquid mercury ways 240 pounds. She went on to explain that most people can't lift more than they weigh. She got some mercury from somewhere because we got to play with the little balls it forms when let loose.
I was forced to learn to touch type. Beginning typing was a sixth grade course. The teacher told us to choose a seat. I ended up with a typewriter with no letters printed on the keys. All the seats were taken so I was stuck.
I learned to play the piano, trumpet and the clarinet. Any fourth grader who wanted to take piano lessons could start. I took piano lessons for eight years. Because I had to memorize the music I can't play much of anything now. I started out in beginning band in fifth grade with the trumpet. By sixth grade I didn't have enough wind to play the high notes so I was switched to the clarinet.
I was Cassius in Julius Caesar and one of the witches in Macbeth. Everyone loved the English teacher and I was sad when I heard she had passed away. In fact many of my teachers have died. The news always saddens me. The last teacher I heard about passing with the meanest teacher at school. It was still sad. My sister had her but I never did. Our Spanish class disrupted other classes at Christmas time by carolling in Spanish. At the end of Spanishii we inflicted Snow White in Spanish on the entire student body.
Math was my worst subject so I ended my high school math career with algebra. The teacher was after me for not showing my work. She'd ask how I got my answer. I had no idea. If the answer was right I'd tell her I don't know how I got it. If the answer was wrong, same answer. She'd say she couldn't help me if I didn't show my work. I'd get hopelessly lost if I tried to work it out step by step. I got my C- and was glad of it. I said no way to geometry so trigonometry was out of the question. Thank goodness less math was needed to graduate back then.
Our Civics teacher wanted to take us to see the legislature in session. The principal thought it was a good idea so the whole high school ended up going. Like in all schools we struggled to stay awake in history class. Also like everywhere, Geography was a seventh grade course. We had maps that were huge puzzles that came apart by state and country. So we didn't just hear Italy is shaped like a boot, we got to examine the Italy piece. We were graded on naming the state or country, its capitol, and putting it back in the right place.
In Home Economics we learned to coos and sew. We also learned things I hear people on the radio saying they don't teach in school. We learned to budget, write checks, fill out a job application, and do a 1040A.
Sometimes PE was fun, sometimes I didn't like it. I enjoyed square dancing, folk dancing, and volleyball. Volleyball was modified because few of us could hit the ball while it was in the air so we let it bounce. If you could see so well we wondered why you were there, you had to play the regular way. If you saw like the all print student you'd get one bounce. If you used both print and braille like me you got three bounces. If you were totally blind the ball could bounce until it started to roll. I don't know how the teacher kept up with how many bounces we got before the other team got the point. I didn't like swimming, running track, or doing exercises.
Everyone was expected to perform at grade level or they were not promoted. Most students who transferred to the Arkansas School for the Blind from regular public school were put back a grade or two because they weren't performing at grade level.
Once or month or so they had what they called Social adjustment classes. There we learned things most people learn at home. How to play cards, dominos, board games. How to be assertive, not aggressive, which fork to use, how to tip for good and bad service, How to introduce yourself and shake hands. They also made us aware of any blindisms we may have had. One that I still struggle with is remember to look at a person when they are talking to me. Something across the room may catch my attention and I'll want to look at it. I'm thinking I can hear the speaker just fine, I'll take a look at that thing that caught my attention. Normally sighted people find that sort of thing off putting. Some partically sighted people look at the light source instead of in the direction of the speaker. Some blind people rock back and forth as a matter or course if they don't make a conscience effort not to do so.
Independence was also stressed. We were taught how to get around the area the school was located. We were taught to get around downtown. We were taught how to ride the bus. Every year the shriners took the whole school to the state fair. If you were in grades K-3 you had to stay with a group of students with a teacher. When you made it to fourth grade you were required to go with at least one other student, no teacher. We'd get off the bus by the bleachers and the principal or somebody would say meet back here at whatever time for lunch. Off we'd go until lunchtime. Same thing after lunch, meet back her at whatever time to go back. they never had to go find somebody.
I got a glimpse of mainstreaming in one of the school districts in Pine Bluff, Arkansas. I was unimpressed to say the least. I was a substitute teacher so I ended up being assigned to all three different special needs situations. At least one defeats the purpose the mainstream advocates are trying for. Fourth, fifth, and sixth grade special needs students were warehoused in a classroom together. They attended no classes with the other students. The classroom was assigned two aids and one teacher. I substituted for one of the aids first. The other aid and I taught the class while the teacher did nothing. Another time just the teacher and I were there. I tried to teach the students but they were bored and the teacher was no help. the curriculum was far below grade level; I think that is why they were so bored and restless. the teacher acted as if one student was a throw away student because, "His daddy won't put him on riddilen." I'm no expert but I think all he needed was a challenge. At the time my youngest was in either kindergarten or first grade and she had surpassed the reading material these students were given. It was truly heartbreaking.
The next group of special needs students had a bit more interaction with the regular class. The regular class sat at desks with the teacher in front. The special needs students sat together at a table at one side of the classroom. I sat with them and explained anything they didn't understand in math, had them read aloud softly, and checked their workbooks. These students were given the same assignments as the other students in the classroom. Academically I think this was the best model if mainstreaming is insisted upon.
I am not in favor of the third model. Special needs students were mixed in with the regular class but went to the resource teacher for some subjects. Sounds good? It does look good on principle put throw in poor planning and I don't think it worked. Here I am substituting in a fourth grade classroom. I give the students thier math assignment. All the students, except one, start working. I ask the student why he isn't doing his work. "I go to resource for math," he tells me. The bell rings and it's time for spelling. This student who didn't do math heads for the door. "Were are you going?" I ask. "Resource for math." Now why couldn't they scheduled him to go to math resource while his class was doing math?
How were these students assigned to each of these special education models? Was it based on academic ability or intelligence? No, it was based on the school. the three models I described were at three different schools. None of the schools had a combination of these models.
Those who believe it is good for both special needs and regular students to mix; where is the mixture in the first model. At lunch, before the first bell, while changing classes, or waiting for the bus or to be picked up? No. This particular school district was strict on all students. Upon arrival all students were herded into the cafeteria where they sat with their class a weren't allowed to talk or play. Same at lunch and when waiting for the bus or to be picked up. Class changes were also done silently. this leave twenty to thirty minutes after lunch for the students to mingle. I didn't have lunch duty when I was at the school with the first model so I don't know if the special needs and regular kids played together. I noticed one special needs student in the second model socializing with other students.
I too believe that everyone should participate in the community. I just don't think fundamentals of education should be sacrificed. Mainstreaming may be a viable option for high schoolers but not elementary school students. All students need to learn to read, do basic math, general geography and history, and the rules of spelling. I believe it would take to much time an money to teach certain subjects to a few scattered students. I'll use the maps as an example. To teach a map of Europe to a blind student requires a map the student can examine, possible take apart to know the shape and location of each country. It should also have tactile features to show mountains and bodies of water. In a room full or seeing students all the teacher has to do is pull down the map and explain the legend. The students can quickly see all the information depicted on the map.
I had more freedom at school than I had at home. School is where I learned to cross the street and take the bus. I stayed at school during the week and went home on the weekends so I had the best of both worlds. My sister and I played with neighborhood kids at home. We could jump rope with the best of them. We could run in, front door or back door, jump while chanting, and run out. We were allowed to walk to the neighborhood Mom and Pop store on our side of a busy street. with other kids. There was this "day student" who had very fearful parents. They objected to everything other than academics the school tried to teach their daughter. Today her father has passed away and her mother is in failing health. This particular girl always lived with her parents. We could come to her house but when we started getting our own apartments she never came to ours. She went on the choir trip with us one year but her mother was one of the chaperones that year. I think her parents meant well but ultimately they did her a great disservice. This girl would have benefited from professionals once removed from the emotions of having a blind child.
I also believe there should be special schools for each disability that require special techniques. Blind students and deaf students should go to different schools. Likewise, so should students who are slow. These three conditions require different teaching methods and shouldn't be taught together.
Mainstream at church, in the neighborhood, on the ball field, in the workplace, at your clubs, but not in elementary and middle school. I believe it's a big mistake. These days schools are failing too many students in general. Lets not set up our special needs students up for failure from the beginning. If I had a special needs child I would not start him or her out mainstreamed in a regular public school. That student would attend a special school at least until high school. At that point I'd reevaluate and decide, but not before ninth grade.
