Mainstreaming Special Education Students: Levels of Monitoring

When a child is in special education he or she may be mainstreamed into regular classes with an aid or be left alone if they are capable. The mainstreaming process can be difficult for both the teacher and the student. Most special education kids who have been in a self-contained classroom have had the same teacher for the entire day. The subjects are individualized for the learner and the teacher may teach different subjects to the same set of students but at different levels. Here are several tips for teachers and parents about the mainstream process.

No matter what the ability of the student an aid or paraprofessional should at least attend the new mainstream class with the student to make sure that behavior and academics are being followed appropriately. The child may have some difficulties following verbal directions are keeping up with tasks. This should be documented by the paraprofessional and communicated with the special education teacher. The teacher should make a decision if the paraprofessional should become full time support for the classroom or if the student should go on monitor status. The mainstream teacher should also be able to give feedback regarding this matter.

If the student is put on monitor status there are several different options the special education teacher can choose from. A close monitor would be a visit during the class at least once during the instructional period. The student can receive help from the special education teacher if they need so at this time. The special education teacher can get the materials or assignments written down for the student and to help them organize. Again this is the closest level of monitor; a student may be weaned off to a lesser type. The special education teacher needs to know exactly what the child is doing and how well they are doing in the class before making the decision to give the child more leeway.