I think it depends.  There are so many variables and it starts from the top.
Administrative support, monies, accessibility of the classroom, the needs of
the individual child, peer support, for what classes, etc.
Many children need a lot more support than they would get in mainstreamed
classes but, that doesn't mean they aren't part of the school and should be
shuttled into a trailer at the end of an outside walkway (what some teachers
have to go through).
I've seem some great self-contained classes for children with severe
learning disabilities where there was a teacher, and an assistant.  Kids
that were able went to a mainstream class for certain subjects, then back to
class where they were divided up into reading groups (remember that concept
folks!!!) and given course work that was appropriate for there learning
needs.
I remember this in our regular ed. classes in elementary school.  Worked out
well because everyone could work at there own pace within reason and were
given extra help as needed.

Beth the OT

-----Original Message-----
From: St. John's University Cerebral Palsy List
[mailto:[log in to unmask]]On Behalf Of Betty Alfred
Sent: Friday, June 09, 2000 12:04 AM
To: [log in to unmask]
Subject: SPED Thread


I am intensely curious.  I have formed the opinion that more seriously
disabled children who are mainstreamed often get thrown in regular
classrooms
and forgotten, so to speak.  Am I on target in my assumption?


In a message dated 06/08/2000 8:27:34 PM Eastern Daylight Time,
[log in to unmask] writes:

> Sometimes, I think it is better to go to SP Ed school that has excellent
>  teachers, than to one of our many real bad regular schools.
>