Teaching is the noblest profession. The school as a learning institution should be the role model in teaching acceptance of individual differences, understanding the needs of differently-abled learners, as well as enforcing and strengthening policies on bullying. Most of all, creating a child protection committee against any forms of discrimination.

In line with these significant educational programs was born the idea of allowing special children with special skills to be a part of the general education. Meaning, they are not to be isolated or excluded, but included among regular school children at certain specific periods during school hours. The question now is, will it be allowed, legal, safe or effective?

To fully comprehend this issue on education, this article will exhaust all means to explain it in all aspects by including or incorporating its corresponding pros and cons. It should be crystal clear why something needs to be done or why it shouldn’t continue or prosper in the future. Considering humanitarian necessities or considerations over standard operating procedures might either have a beneficial or a detrimental effect in the education sector.

Why say “yes” to mainstreaming?

If brilliant researches were able to answer almost impossible questions on any discipline and somehow bridge the gap from one study to another, why can’t it be possible to put or implement mainstreaming on an experimental basis? A lot of studies have undergone a trial and error method, and after doing and recording important observations, the researcher had uncovered very critical information leading to helpful and beneficial results.

It must be noted that special children who have special needs are not dangerous or violent in nature. So, why can’t they be mainstreamed just like other children deserve? Are there possibilities of bullying or discrimination among them? The answer is “yes”, but in isolated cases. Special education teachers have the ability to collaborate with non-special education mentors in a team teaching strategy. Again and again, no matter how time-consuming and exhausting it is, there must be a single step forward in doing anything as long as it is for the good of all children, regardless of whether they are special or normal.

Curriculum development

It cannot be denied that two of the most tedious jobs of school heads are the preparation of teaching loads and scheduling of classes for every grade or year level in the elementary or secondary schools. As practised in some schools, when teachers are handling only one subject for the same grade level at the same time, learners are not combined in one classroom, but another teacher acts as a facilitator. The teacher-facilitator copies the concept notes on the board while the master teacher does the same in the other room, explains it for fifteen minutes and gives the learning activity or experience thereafter. While other students are answering, both the facilitator and subject teacher can exchange rooms. One becomes the proctor (facilitator) while the subject teacher, for the second time, does the same lecture on the second set of students and gives exactly the same testin