The case of Karen Singer’s son indicates the challenges that children with disability face in public schools. The report shows that teenagers that have autism spectrum disorder (ASD) require special attention to improve their learning capabilities. The minors need various treatments from a behavioral therapist that trains communication skills, academic techniques, and offer programs that minimize cognitive deficits. The enactment of the Individuals with Disability Education Act (IDEA) of 1975 enabled each state to develop policies that allow equal treatment of teenagers in training institutions. The law promoted inclusion that increases benefits to all learners in the U.S (Cook " Cook, 2014). The policy has enhanced diversity and understanding among students due to individuals’ ability to share various ideas and materials.
However, the inclusion approach in public schools is not efficient in public schools because the structure of systems focuses on academic skills. The environment in the learning institutions also fails to promote social skills that are essential to children with disability (Cook " Cook, 2014). Therefore, teachers should provide support to all children and offer a safer place for teenagers with disabilities in a bid to eliminate discrimination incidences. The implementation of these programs will help students that have cognitive issues to feel comfortable.
Pros of Full Inclusion
The concept of total integration in regular school settings allows students to learn about diversity and how to cooperate in different situations (Cook " Cook, 2014). The approach is also cost-effective to the administration because the institution buys materials that all children use during learning. The framework enable children with disabilities to get training in a regular class setting and this approach prepares them for college challenges.
Cons of Full Inclusion
The children with disability face adverse problems with understanding the curriculum because they have different mental problems. The aspects frustrate a child and the victim is slow to learn as compared to other students (Cook " Cook, 2014). The mainstream approach also lacks adequate number of teachers that handle children who require special needs.
Reference
Cook, J. L., " Cook, G. (2014). The world of children. Boston: Pearson.
