Special Education Classroom Analysis

Summary: The article I chose focused on a first grade classroom in Stanwood, Washington. This class has eighteen children, eleven of whom are typically-developing children. The other seven have mild or severe disabilities, including down syndrome and autism. Inclusion is not an uncommon thing in classrooms, in fact, it is widely encouraged. This classroom is different, however, because of the severity of the disabilities. Typically children with down syndrome and autism are placed into solely special education setting, with little or no interaction with general education students. Both groups of children are reaping the benefits from this classroom setting. The children without disabilities have shown a more compassionate side. They continuously help their classmates when in need, stick up for them in social settings, and consider the special needs children their friends. In most school settings, they may not have ever had a chance to interact with their new friends. As far as the children with disabilities, many are showing improvement in both social skills and academics. They are receiving great peer interaction as well as models for success. As they see other children striving forward it encourages them to do the same.
While the teacher and principal say that all of the children are receiving an adequate education, is adequate really enough? For the children with down syndrome and autism, I feel that a more personalized setting, where their needs can fully be analyzed and attended to could make a much bigger impact than in a general education classroom. On the other side there is the general education students, who may be able to learn at a much faster pace, but cannot because the teacher has so many learning styles to attend to. I feel that in most cases, blended classrooms may hinder the academic progress of all