Does anyone else view many of the remedies that have been discussed as
ultimately a strong 'intrusion' on one's teaching style and almost certainly
a detriment to one's presentation to the rest of the class? This seems to
me to be the dilemma of these equal access requirements--they can easily
turn out to have negative effects on the non-handicapped students. Such
seems to be the case in the so called 'Inclusion' techniques now so popular
in public schools (popular--I believe--because they reduce the Special
Education budget). The distractions and restrictions on the 'regular'
students seems to outweigh the good intentions of full inclusion of the
handicapped. It is also the case (crystal clear to me and many others) that
often the handicapped are not as well served by such inclusion as they would
be in special classes. This, of course, is more true for the mentally and
emotionally handicapped than for the physically handicapped, but certainly
few schools and instructors are really skilled at providing for the blind or
deaf and as this thread shows, the needed adjustments can really intrude on
one's teaching style.
Rick
{The need of the one outweighs the good for the many?}