The “mainstreaming” of kids with disabilities into general education school classrooms has become ubiquitous, but its success rate is only moderate.
This practice woefully fails at remediating behaviors that are manifestations of a student’s disability. Lagging skills should be the primary focus, regardless of whether they relate to blurting out, for example.Schools often suspend students who have ADHD for classroom “disruptions” stemming from behavior they cannot control.
Educators and administrators regularly resort to disciplinary practices that ignore the rights of students with disabilities and their families.
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