Mainstreaming Students with Disabilities Using Self-Efficacy

PL 92-142 the Education for All Handicapped Children Act (1975), later amended (1990) as PL 101-476, Individuals with Disabilities Education Act, (IDEA), mandates that students with disabilities must be educated in the least restrictive environment. . . . all handicapped children have available to them . . . a free, appropriate public education which emphasizes special education and related services designed to meet their unique needs in the least restrictive environment, parents' rights, as well as rights to due process, appropriate assessment, and fair hearing and appeal. The term least restrictive environment (LRE) stipulates that students with disabilities must be educated in as normal of an educational environment as deemed possible to their academic and social needs. This means that special education programs provide a continuum of placement options from the least restrictive (regular education) to those of a more restrictive nature (full-time special education program including residential, hospital and home placements). Thus, a student's placement is determined by his/her individualized educational plan (IEP). Information presented will address those students with disabilities whose least restrictive environment placement is the regular education setting. These students encounter additional pressures and challenges that could have an impact on their self-concept and their self-efficacy. They must cope with learning the policies, procedures, academic requirements, and social expectations of two programs; special education and regular education. In addition, these students must adjust to numerous changes such as alternative scheduling, special education and regular education teachers, interpersonal relationships with students in the regular classrooms and in their special education classes, stigma of being labeled, and acquiring those skills and behaviors to assist them in maximizing their potential. Educators must be aware of these pressures and problems that are placed upon students with disabilities who are integrated into the regular education program. Furthermore, educators must help in the planning and monitoring of prevention and intervention activities to reduce barriers that may prevent these students from performing at their maximum potential. The following illustrations depict some of the primary obstacles that tend to pose a challenge to students with disabilities (depending on their impairment and needs) in the regular education environment. Stigma of the Disability The Label Special education students are labeled according to their disability. However, there are people who will treat students according to that label. Henley, Ramsey and Algozzine (1993) noted that labels shape teacher expectations and perpetuate the notion that students with mild disabilities are qualitatively different from other children. Thus, students with disabilities must constantly prove their individual needs, strengths and talents to people beyond the stigma or stereotypes of the disability. Self-Image Students who have highly visible and conspicuous impairments are more prone to exhibit psychological problems. The way in which students think about themselves and the degree to which they are accepted by others often are affected by the visibility of a condition (Heward & Orlansky, 1988). These students' visible impairment often prompt a great deal of curiosity which leads to frequent and repetitive questions from others. In addition, those students who must use adaptive devices must be ready to communicate to others the reason for the device, thus calling attention to the disability. Interpersonal relationships Students with disabilities are expected to interact and develop positive relationships with both regular education and special education students. They have the challenge of developing friendships within the two programs. The additional pressures of trying to belong can cause students to become unsure of themselves or insecure. …