Some have argued that integrating the disabled into mainstream education system helps them to prepare for a society not catered to the disabled. They are forced to adapt to an environment with the disabled as the minority. In mainstream schools, the child's special needs are not specially catered to and hence, it illustrates the current Singaporean society where the needs of the disabled are not often attended to. With their ability to these obstacles, these children with disabilities like autism and dyslexia will be stronger individuals whom are better prepared for the future Singaporean society. In Singapore, employers are beginning to appreciate what people with special needs or disabilities bring to the workplace. SPD executive director Abhimanyau Pal said the number of people with disabilities placed in jobs has the up over the past five years, from 27 to 394. This shows that people with special needs are better prepared to take up jobs in the future, and they can be prepared through mainstream education which trains them to overcome their disability to bring more to others.
However, we feel that the students with special needs might not be able to keep up. In mainstream schools, teachers will often teach according to how fast majority of the class progresses, seldom slowing down specially for those whom are lagging behind. Hence, the needs of the disabled are rarely given extra attention in order to benefit the majority. In addition, teachers in mainstream schools are not specialized in teaching and caring for students with disabilities. This results in the disabled not receiving the required support they need in order to optimize their learning capabilities. A poll by the ENABLE Scotland charity found 70% of disabled children said they lacked support in the classrooms while 94% of parents felt schools were not getting enough resources to work with them. Another survey by Mencap stated that nearly 65% of 1000 parents are convinced that the for disabled children are receiving poorer education than those without special needs. These show that mainstream schools were unable to provide disabled students with adequate support that they needed to do well in schools. Therefore, without the additional support to cater to their learning needs as well as the need to benefit majority of the non-disabled students in the class, there is a higher chance of the disabled falling behind and not being able to catch up. Thus, it should not be essential for children with disabilities to be integrated into our mainstream education system.
Disability by Karen and Kye Loon
It is essential for children with disabilities to be integrated into our mainstream education system. DYA?
Some people may argue that mainstream schools provide disabled children with the same expectations to succeed as their peers. They can develop social skills needed to compete in a non-disabled world which special schools fail to do, and toughens disabled children up for the real world. In mainstream schools, disabled children are naturally forced to work harder in order to keep up with their peers and seeing their peers' accomplishments will force and motivate themselves to improve themselves so that they will be on the same level as them. This also helps these children get used to working around non-disabled people which will ultimately benefit them in the future when they leave school into the workforce. In mainstream schools, disabled children will inevitably be bullied and ostracized by their fellow schoolmates. Through studying in mainstream schools, students will learn how to cope with such instances and will be able to cope when they go out into the workforce. Therefore, children with disabilities should be integrated into our mainstream education system.
However, I feel that integrating children with disabilities into our mainstream education system will cause them to be unable to keep up. Children with learning disabilities tend to have difficulties grasping new topics and information and may require special teaching methods to help them learn. In mainstream schools, teachers tend to teach at a faster pace and as a whole, providing the weaker students with only remedial sessions after school. The teachers in mainstream schools may also lack the patience and experience to teach these disabled children and would thus be unable to provide them with a proper learning environment which will thus result in these students being unable to keep up with their peers. For example, people with Dyslexia think in pictures rather than words and are imaginative, creative, and solve problems by looking at the whole picture than working step by step. In mainstream schools, almost all subjects are taught through notes and long passages with hardly any pictures which makes it difficult for Dyslexic children to process and learn. Teachers also teach verbally and provide little diagrams. Even the PowerPoint slides used to guide lessons contain more words than pictures. Another example can be seen from children with muscles disorders. Although they can think and process information like normal students, they are unable to write and copy down notes fast enough. Teachers in mainstream schools usually teach at the pace of the majority of students. These children with muscle disorders will thus find it difficult to catch up with the rest. Hence, children with disabilities should not be integrated into our mainstream education system.
Disability by Ying Ru and Xuan Zheng
It is essential for children with disabilities to be integrated into our mainstream education system. DYA?
Some may argue that allowing children with disabilities to integrate into our mainstream education is not optimal as they might disrupt the class, affecting our students in their learning. Many teachers have felt upset over having a few students require special help in their learning as they are unable to have sufficient control of themselves like other students have. Hence, they tend to be noisier than others or learn at a slower pace, slowing other students in their learning. A primary-school teacher, who declined to be named, noted the spectrum of special needs, some of which can cause children to be disruptive in class. Teachers would have to cater for special needs children and customise their teaching methods, he said. “But if there are too many of such children in a class, it is unfair to expect (mainstream) teachers to be able to cope.” Therefore, integrating children with disabilities into the mainstream education system is not essential as they might be unable to cope with the learning pace of others and might slow the learning pace of other students. They might also cause teachers to feel stressed out from struggling to meet the needs of so many students. However, the inclusion of children with disabilities can bring about great benefits to the students too. By putting these disabled students into normal curriculum, they will be educated on the same topics and subjects which an ordinary students will be educated on, hence giving them an equal chance in the future workforce. Although the disabled students may tend to have slower learning but then I do believe that with same education structure, disabled students will also be able to excel just like ordinary students. Hence, by integrating the disabled students into our mainstream education system, we are actually providing them with an equal opportunity to excel and achieve great success in their future life, hence removing the social norm that disabled students are always inferior as compared to ordinary students. One example would be Nick Vujicic. He was born without arms or limbs, however he was provided the same education as everyone else, and he succeeded in life by becoming a world famous motivational speaker. This shows that putting disabled students into mainstream education system does benefit the disabled students thenselves.
Disability by Celest and Shinyoung
Many may argue that it is beneficial to a child with disability when they are included in mainstream education school. Being able to obtain mainstream education allows the disabled children to feel more included in the regular society. It acts as a platform where disabled children feel equalised with everyone. Education in mainstream schools helps in preparing students with disabilities for life outside of school, including college and work. In these areas, children and adults must interact with many different people, both with and without disabilities. Having disabled children spend time in regular classrooms provides the opportunity to interact with different children, not just those with disabilities. Some studies have shown that early inclusion can help children with autism improve both IQ scores and social skills. However, I believe that there is a larger risk that chidren with disabilities will be harmed in mainstream schools. Children with disabilities will need intensive and focused instruction, which is not available in regular education classes. They may not learn based on traditional teaching methods. They often received social skills training and teachers might have worked on these skills throughout the school day. In a regular classroom environment, this is not available as the teacher has a set curriculum and must teach the entire class. While many teachers will provide individual instruction on a nominal basis, there is no time for the intensive teaching that some students with disabilities may need. Some people believe that mainstreaming will cause children with disabilities to be rejected by their classmates. Because of their difficulty with social skills, there is concern that some will be made fun of or bullied. They feel that this could cause unneeded emotional pain. Therefore, I believe that mainstream schools are not suitable for students with disabilities.
Disability by Jun Na and Jie Ning
I agree that it is essential for children with disabilities to be integrated into our mainstream education system.
Some may argue that children with disabilities cannot adapt to our mainstream education as more time and attention is needed for them and most teachers are not trained for that. It takes up resources and precious time to train teachers and change their lesson plans just to accommodate to these "special children", hence most parents of these disabled children do not prefer to enrol their child in mainstream schools. According to the news last year, a parent who has a 12-year-old son has auditory processing disorder. When her child was in primary school, some teachers try to be helpful, but they do not understand his condition. They will complain that he is not paying attention but it can't be helped as they have so many children in class to look after. A primary-school teacher, also noted the spectrum of special needs, some of which can cause children to be disruptive in class. Teachers would have to cater for special needs children and customize their teaching methods, but if there are too many of such children in a class, it is unfair to expect mainstream teachers to be able to cope. Hence, when these disabled children are to be integrated into our mainstream education system, I’m afraid that they are unable to adapt as mainstream teachers are not trained to teach them. However, there are now an increasing number of allied educators which support children with special needs in mainstream schools, allowing these children to be able to adapt to our mainstream education system and benefit greatly from there.
However I believe that children with disabilities can adapt to our mainstream education if the government puts in more resources to make the education system a more inclusive one. Last November, Prime Minister Lee Hsien Loong stressed the need for Singapore society to value every individual. Speaking at the 50th anniversary gala dinner for SPD, a social service provider and advocate for the disability community, he said: “Are people with special needs just there to be helped or should they not be people who matter in our society, who are enabled to contribute to our society in full measure? Our society should value every person ... These are the basic principles that should guide us as we build a fair and just society.” Children with disabilities can be educated and become contributing members of the force, if they receive timely and effective early intervention. To do that, the government can reduce support given to the current bright and well-do students and instead, support the children with more severe special needs. As long as the government does more to provide help and financial support in pre-school education for families with special needs children, these children can fit in the workplace. Once you give these children a structured education, they may be a little slower, but they are able to produce the same results average children can. If the government does not give these children a platform to grow, they will not be able to find a place in society. Integrating children with disabilities in programmes and schools with mainstream children would be more resource-intensive, requiring dedicated teachers to guide those with special needs, but it is not impossible.
Some may argue that children with disabilities cannot adapt to our mainstream education as more time and attention is needed for them and most teachers are not trained for that. It takes up resources and precious time to train teachers and change their lesson plans just to accommodate to these "special children", hence most parents of these disabled children do not prefer to enrol their child in mainstream schools. According to the news last year, a parent who has a 12-year-old son has auditory processing disorder. When her child was in primary school, some teachers try to be helpful, but they do not understand his condition. They will complain that he is not paying attention but it can't be helped as they have so many children in class to look after. A primary-school teacher, also noted the spectrum of special needs, some of which can cause children to be disruptive in class. Teachers would have to cater for special needs children and customize their teaching methods, but if there are too many of such children in a class, it is unfair to expect mainstream teachers to be able to cope. Hence, when these disabled children are to be integrated into our mainstream education system, I’m afraid that they are unable to adapt as mainstream teachers are not trained to teach them. However, there are now an increasing number of allied educators which support children with special needs in mainstream schools, allowing these children to be able to adapt to our mainstream education system and benefit greatly from there.
However I believe that children with disabilities can adapt to our mainstream education if the government puts in more resources to make the education system a more inclusive one. Last November, Prime Minister Lee Hsien Loong stressed the need for Singapore society to value every individual. Speaking at the 50th anniversary gala dinner for SPD, a social service provider and advocate for the disability community, he said: “Are people with special needs just there to be helped or should they not be people who matter in our society, who are enabled to contribute to our society in full measure? Our society should value every person ... These are the basic principles that should guide us as we build a fair and just society.” Children with disabilities can be educated and become contributing members of the force, if they receive timely and effective early intervention. To do that, the government can reduce support given to the current bright and well-do students and instead, support the children with more severe special needs. As long as the government does more to provide help and financial support in pre-school education for families with special needs children, these children can fit in the workplace. Once you give these children a structured education, they may be a little slower, but they are able to produce the same results average children can. If the government does not give these children a platform to grow, they will not be able to find a place in society. Integrating children with disabilities in programmes and schools with mainstream children would be more resource-intensive, requiring dedicated teachers to guide those with special needs, but it is not impossible.
Disability by Damien and Ian
Some argue that inclusion of students with disabilities in regular classrooms will bring about great benefits for the child. By exposing children with disabilities to a myriad of subjects taught in regular curriculums, the child would be able to maximize his full potential and bring out the best in him. Given the opportunity to develop himself, the child would not only not become a burden to society, he would also have something to offer. John McDonnell, the chairman of the Department of Special Education in the Graduate School of Education at the University of Utah, stated that his data suggests that inclusion in general education classes, especially in vocational education courses, is associated with improved post-school outcomes. However, I believe that inclusion will bring more harm to the child rather than benefits. Students with disabilities like dyslexia tend to be intellectually slower and need more time to process information. Definitely, they would need much more time to learn the same amount of content than kids without disabilities. But due to increasing competition in classrooms, children with learning disabilities might not be able to cope with their academics due to the fast pace and will lack behind the rest. Being the straggler in class would only inflict unnecessary stress on the child. In fact, inclusion, in which students with disabilities go to school with their same-age peers rather than in separate schools, does not necessarily lead to the best outcomes for students with disabilities, according to a new study in the journal Pediatrics. Furthermore, Researchers E. Michael Foster and Erin Pearson of the University of Alabama at Birmingham and Johns Hopkins University conducted a research on the comparison between autistic children who were enrolled in general classrooms and those who are not; and concluded that there is “no systematic indication that the level of inclusivity improves key future outcomes.” These research datas question whether inclusion really provides the best outcome for students with disabilities and have proved that perhaps, inclusion is not the best option for these students. Hence, I feel that inclusion is not necessary as it might not necessarily reap any real benefits for the child.
Disability by Ying Han and Cheryl
The general public believes that it is not important for children with learning disabilities to be integrated into our mainstream education system. These people state this is as they feel that children with disabilities, such as dyslexia, are slow and stupid, and hence cannot cope in our competitive and challenging world-class education system. The case of actress Bella Thorne, diagnosed with dyslexia before she was in elementary school, could prove their stand true. In an interview, Bella mentioned that she herself felt afraid and self-conscious as she felt less intelligent than other kids, being unable to read as well as they did. She was also confused as to why she was learning much slower than they were. Indeed, children with such disabilities typically learn at a much slower pace than normal children, making them seem and feel foolish, possibly affecting their self-esteem in the process. However, I do not see this as a viable reason as to why children with learning disabilities should not be integrated into our mainstream education. In fact, I believe that while these children may be slower and perceived as rather delinquent, they have just as much to offer to society as any normal child does. In a mainstream education system, children a taught a myriad of subjects, from English to Music. If a normal child can shine in any of these subjects, so can a student with disabilities. It is crucial that we embrace this, so that society will enthusiastically welcome the talents and skill sets of those often seen as inferior. This next example will be taken back to actress Bella Thorne. While Bella struggled learning, she had the determination and gusto to continue, coping with both school and her acting career at the same time. In her early teens, she had finally overcome dyslexia, and was well on her way to a successful acting career on both the small screen and silver screen. This demonstrates that children with disabilities have what it takes to shine, let alone survive, in society, and should thus be given a shot at mainstream education, the tool which could propel them to even greater heights. Another example which prove this point is that of Wee Care (Singapore). Wee Care is an organization which first educates special needs children, equipping them with functional and social skills, before allowing these children to try their hand at adapting and integrating into the mainstream kindergarten population. This shows that there are people in society that believe that children with disabilities can be on the same level as normal children, as long as they are given time and opportunities the mainstream education system offers. This belief definitely came with reasons, perhaps such as the past success stories of those with learning issues, and should therefore be taken seriously. Hence, in my opinion, it is of utmost importance that children with learning disabilities are integrated into our mainstream education system, as they have what it takes to offer something special to society, and should be given equal opportunities as normal children to do just that.
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