Since the leave no child behind act more school districts are beginning to provide programs for their students who have special needs. This case study is about children who are mentally retarded being included in regular classes in high school. This research was taken with the financial help of the Centre de re`adaptation Lisette-Dupras, the Education Department at University` du Que`bec a` Montreal, the foundation quefecoise de las deficuence.
There are three questions needed to address. First question: Do adolescents with mental retardation receive any benefits academically? Second question: What about social integration with regular class peers? Third question: Is high school inclusion feasible from the standpoint of pedagogical organization?
According to the study children with mental retardation learn more in a regular elementary class than in self contained classrooms. Once they reach high school it was hard to compare due to the contents taught in these two types of classrooms.
"Is it possible for adolescents with mental retardation to integrate socially with their regular-class peers"? Teaching regular students to be more open minded welcomed the students with MR so they will be more comfortable in the school. After the students were interviewed it was noted that "regular class students [were] hesitant to associate in public with a group that is seen as marginal, notably with students in self contained classes". During informal settings such as "the cafeteria at lunch time" regular Ed students did not socialize with the students who are MR.
Lastly the study showed that due to strict schedules, and state regulations made it difficult for high school teachers to make "modifications to their class routine following inclusion". "A comparison of adolescents with MR placed by school staff in self contained versus regular classes is biased because they usually transfer only the higher functioning students with...