Having served as a classroom teacher, both full-time and substitute, for a number of years, I have formed my own opinions as to the proper extent that children with special needs should be mainstreamed into the classroom.
Regardless of state and federal law, I believe that the majority of "special education" students have been labeled incorrectly or excessively. The terms "emotionally disturbed", "autistic," and "ADHD" have become iatrogenic terms, i. e. in attempting to assist students, these labels actually create the very problem which schools and professionals are attempting alleviate.
Because of federal mandates attached to special ed students, many schools refuse to challenge the labels, fearing that they may face a lawsuit. Cash-strapped, underfunded, lacking proper support, many administrators placate parents and "special-ed" students instead of challenging the labels.
Many students also take advantage of the comforts and accommodations afforded to them because of the "special needs" label. They claim to be "acting out" because of their disorder, when in fact they just want to get attention, and in many cases they know that they can misbehave without receiving any consequences.
I remember one student, who claimed to be suffering from "anxiety disorder". In truth, he was preoccupied with what other people thought of him, and he behaved in such an immature fashion that he invited disrespect from other students. Many young people place too much value on their feelings, when they need be taught how to challenge their thoughts.
For a large number of students still classified as "special ed", they ought to meditate on a profound truth: "Do not believe everything that you think." Of course, I am not suggesting that students with autism or multiple handicaps are pretending to be feeble. They deserve the utmost care in the least restrictive environment.
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