Some may think that if children with disabilities integrate into our mainstream education system, they are forced to adapt and thus they may be able to mix with the rest of the students. For instance, there are about 13,000 students, or about 2.7 per cent of the total student population, with learning difficulties or mild special educational needs at mainstream schools, said a Ministry of Education (MOE) spokesperson. This show that having them in mainstream school is possible and that when people are forced to adapt to certain lifestyles, they will change. Likewise, children with disabilities will need to adapt to school life as they have no choice. Therefore to make the children with disabilities mixed into the society, it is essential to send them into mainstream education system. However, being forced to adapt to the society may not change most of the children with disabilities, and instead create a negative effect as they may get look down and starts to distance themselves from the rest as they think that they are abnormal, thus avoiding others. For instance, a 45-year-old homemaker, who wished to be known as Ms Hui, spoke of the challenges she had faced since her son, now 14, was diagnosed with dyslexia seven years ago. He was labelled as “slow and stupid” by classmates and teachers, she said. For example, a parent, who wanted to be known as Mrs Tan, has a 12-year-old son who has auditory processing disorder. She recalled his struggles in primary school. “Some teachers try to be helpful, but don’t understand (his condition) ... They will complain he is not paying attention,” said Mrs Tan, 45, a graphic designer. These comments of people cause children with disabilities to feel sad and think they are inferior from others, thus starts to avoid people. This may leave an impact on them and they will not socialize and become anti-social. When they need enter workforce, they will not like it and instead hates it. They will therefore have no social relationships as they are probably surrounded by people who they may think are more superior than them. Without social links, work life will be hard for them. If they are enroll into a special school, they will not get look down and will not create a fear for socializing. Thus, it is not essential to send them to mainstream education system.
Disability by Yan Yang and Alvina
Some people may argue that disabled students should be integrated into mainstream schools, as they will do better there. Studies have shown that at the end of primary school, children on the autistic spectrum who attend mainstream schools are 23 times more likely to do well than children in special schools. Since the disabled students are able to do better in mainstream schools as compared to special schools, therefore, they should integrate into mainstream schools.
However, we believe that disabled students should not be integrated into mainstream schools as they may not be able to to cope and face difficulties. Studies have shown that disabled students do much better in a self-contained atmosphere. The traditional classroom setting is not conducive to meeting the needs of these disabled students. Hence it is highly stressful for them, as well as their teachers when put in mainstream schools as they require special attention to aid in their learning. The article also states that there is 2.7 per cent of the total student population with learning difficulties or mild special educational needs at mainstream schools, said a Ministry of Education (MOE) spokesperson. This shows that they are unable to keep up in mainstream schools and require special attention to enhance their learning. Hence, they should not be integrated into mainstream schools as it will only be more difficult for them to cope and even hinders their learning.
However, we believe that disabled students should not be integrated into mainstream schools as they may not be able to to cope and face difficulties. Studies have shown that disabled students do much better in a self-contained atmosphere. The traditional classroom setting is not conducive to meeting the needs of these disabled students. Hence it is highly stressful for them, as well as their teachers when put in mainstream schools as they require special attention to aid in their learning. The article also states that there is 2.7 per cent of the total student population with learning difficulties or mild special educational needs at mainstream schools, said a Ministry of Education (MOE) spokesperson. This shows that they are unable to keep up in mainstream schools and require special attention to enhance their learning. Hence, they should not be integrated into mainstream schools as it will only be more difficult for them to cope and even hinders their learning.
Disability by Jun Ren and Han Yu
Some people state that it is not essential for children with disabilities to be integrated into our mainstream education system as these schools are unable to provide the resources needed to educate the students with special needs. Students with disabilities, such as dyslexia, are unable to learn at the same rate as those students with no disabilities. This might cause them to be ridiculed by their peers and lower their self esteem, and eventually, cause affect their studies. For instance, Ms Hui's Son, who is labelled as "slow and stupid" by students and Teachers. Studies have found that seeing negative words would release dozens of stress-producing hormones and neurotransmitters. These chemicals immediately interrupt the normal functioning of your brain, impairing logic, reason, language processing, and communication. All of that just by seeing words. Should the students, especially disabled students, be criticised, it might impede their education.
However, I feel that the disabled children should be given an equal chance like the majority to be allowed to attend mainstream schools for education. This is because it provides them a platform to learn efficiently and benefit more as compared to special schools. With more resources such as allied educators, these students will be able to learn more comfortably and quickly as before, especially since they will be able to have help from their peers. Having learnt the same content in school as the others, it also means that all students have an equal chance to bring out themselves in order to excel and succeed. Furthermore, the integration of these disabled children into mainstream schools allows them to overcome their learning barriers, such as communication skills or boosting of confidence. In the long run, it prepares them for the workforce as they will mostly be able to cope and work comfortably with the different people. For example, there are about 3,000 trained teachers to meet their special needs. They are trained to plan, adapt and differentiate the curriculum to meet the learning needs of students, thus enabling them to catch up to the pace of the other students. Another example would be Loh Jia Wei, who is a student with physical disability but had achieved a top score of 278 for PSLE and received bursary awards. This proves that students with disabilities are still able to succeed and therefore they should be included in the education system in mainstream schools.
However, I feel that the disabled children should be given an equal chance like the majority to be allowed to attend mainstream schools for education. This is because it provides them a platform to learn efficiently and benefit more as compared to special schools. With more resources such as allied educators, these students will be able to learn more comfortably and quickly as before, especially since they will be able to have help from their peers. Having learnt the same content in school as the others, it also means that all students have an equal chance to bring out themselves in order to excel and succeed. Furthermore, the integration of these disabled children into mainstream schools allows them to overcome their learning barriers, such as communication skills or boosting of confidence. In the long run, it prepares them for the workforce as they will mostly be able to cope and work comfortably with the different people. For example, there are about 3,000 trained teachers to meet their special needs. They are trained to plan, adapt and differentiate the curriculum to meet the learning needs of students, thus enabling them to catch up to the pace of the other students. Another example would be Loh Jia Wei, who is a student with physical disability but had achieved a top score of 278 for PSLE and received bursary awards. This proves that students with disabilities are still able to succeed and therefore they should be included in the education system in mainstream schools.
Disability by Huiying and Wye Yee
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.
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.
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