Developing A Mainstreaming Model for Students with Special Needs Project

Developing A Mainstreaming Model for Students with Special Needs Project
Until the mid 20 th century, it was believed that special education services should be delivered in segregated educational settings to individuals with special needs During those years, an individual with special needs was considered to be excluded from the general education classrooms and put to segregated settings. The negative outcomes of these practies, the of human rights, movement and trends in democracy and equality gave rise to the transfer of special needs students from segregated settings to general education classrooms, so called.

In light of these improvements, many countries formed legal regulations mainsbeaning. Concerning mainstreaming and began practicing it, which provided many benefits to individuals with special needs and related others. As mainstreaming, teachers’ roles were begun to be questioned, while new teaching methods and techniques were developed. As a result, it was considered that the quality of mainstreaming was quite dependent upon teachers undertaking new ond different roles.

In Turkey, mainstreaming practices began in the mid 80s. Although the legal mandates are satisfactory, it is apparent that the lack of quantity and quality of scheds and teachers as well as uncoordinated support services negatively affect mainstreaming practices.

Benefiting from mainstreaming and reaching the standards of the industrialized countries is possible by taking a new standpoint, forming new arrangements and carrying out systematic modifications with national and social solidarity.

The purpose of this study is to build up a mainstreaming model that is consistent with the characteristic of our society and the education system, with the help of pilot studies. To reach this purpose, the present dynamics and problems will be analyzed and an applicable mainstreaming model will be developed in light of precious successful practices in Western cultures.