Mainstreaming Handicapped Schoolchildren

I read with interest your column that dealt with the civil rights struggle of some parents to mainstream their severely handicapped children into regular classrooms.

The general assumption here is that the regular teacher has the expertise and training to handle all educational needs. If this is so, why did I spend a lot of time, energy and money at the university level acquiring special education credentials? I’d like to think that my expertise is worth something.

Regular teachers in my school in East Garden Grove are currently struggling with some of the highest caseloads in the nation (30 to 35 per class), not to mention the fact that many (of the students) don’t speak any English.

We now serve over 13 varying language groups and cultures! The teachers are fortunate to get an aide for one hour a day. Add to this the social ills of the neighborhood (gangs, drugs, and alcoholism).

Yes, philosophically I agree that our handicapped children need good role models. Hopefully, their families contribute to this need.

However, it is unrealistic and impractical to expect regular teachers to take on this additional responsibility.

Are we prepared to offer all these teachers the critical teaching skills needed, to reduce their class sizes drastically and provide well-trained aides? Perhaps then we can address these parents’ civil right concerns.

JEAN MARCOTTI

Westminster