Greetings. In my opinion, as teachers, we must deepen educational concerns to adapt to societal improvements. Society, in general, is trying to eradicate discrimination towards students with any condition, it is important to keep methodological knowledge up to date, which is not only the responsibility of teachers but also the whole system since time must be assigned for teachers to learn to deal with these particular challenges (they are already included in current formation in most of the universities).

Yo pienso que en algunos países ,el gobierno permite que lleven a niños con capacidades diferentes a las escuelas

para niños normales, o con ninguna discapacidad, para darles un trato igualitario, y para ahorrarse el sueldo de un psicólogo en cada escuela. Sin embargo, los maestros que vivimos la realidad en el aula, vemos la necesidad de un especialista para esos niños que muchas veces desestabilizan el ritmo y calidad educativa para el grupo en general. Pues, Porque el maestro no está preparado, para cómo tratarlos, ni como enseñarles,.Además, su atención requieren de mucho tiempo. Dentro de algunas escuelas tienen un anexo dentro, para la atención y enseñanza especial para niños y jóvenes con estas características. Y Así deberia ser, para brindar calidad educativa a todos los niños y jóvenes. Reconociendo a los países que así trabajan.

There are reasonable arguments on both sides of this issue. On the one hand, inclusive mainstream classrooms that integrate students with and without disabilities provide social and academic benefits to students with mental disabilities. Being in an regular classroom exposes them to higher expectations, a wider range of curricula and more peer role models. With proper supports like teacher aides, modified assignments, assistive technologies or individualized instruction plans, many students with even significant disabilities can make progress on core academics and social skills alongside typical students.

However, full inclusion is not necessarily suitable or feasible for all students. Those with more severe cognitive impairments may struggle considerably to keep up academically or behaviorally in a large mainstream classroom. Ensuring they get adequate individual attention amidst larger classes places exceptional demands on teachers. Even with supports, the regular curriculum may need to be modified to the point it bears little resemblance to grade-level content standards. At that point one could argue the student is no longer participating in the same classroom experience as peers and would be better served in a special education setting tailored to their needs.

Ultimately there are good-faith disagreements on where to draw the line regarding inclusion. Rather than adhere strictly to one camp or the other, the best approach may be a flexible continuum of services balancing presumptions of mainstreaming with individual student needs. The priority should be crafting the least restrictive environment capable of providing each student with disability an appropriate education. With open communication and collaboration among educators, parents and support specialists, most disputes could be resolved by keeping the child’s interests at the center. Strict rules forcing all students into one setting or another are less helpful than nuanced discussions of how to best meet an individual student’s learning needs.