IMO, the problem stems from mainstreaming special needs kids. It helps neither the special need child (as we see here), nor the other students in the class. So much of the teacher's attention and time is devoted to the special needs child and preventing harm to other students.
In kindergarten, since the DX and IEP take time to establish, the lone teacher has no help in the classroom at all. A 20 to 1 ratio is NOT sufficient with a special needs child and no aide to help.
Everyone suffers.
In kindergarten, since the DX and IEP take time to establish, the lone teacher has no help in the classroom at all. A 20 to 1 ratio is NOT sufficient with a special needs child and no aide to help.”
Until the kid is diagnosed, he's not mainstreamed. He is a regular part of the regular class. Once his diagnosis is confirmed, appropriate placement is determined. That can be anything from a regular class with only one teacher to a fully self-contained classroom with a very few students (I was offered a job in a class with 4 students, 2 aides, and me as the teacher).
As for the problem being with mainstreaming kids, think of it from this point of view for a moment: Do you want a kid in a classroom full of kids who don't behave well, learning their behaviors, or in a classroom where the other kids do behave well, to learn from them? There are pros and cons, but for most kids, it is more beneficial to the disabled child to see how how other normal kids act, and learn to imitate them.
And some will need to be pulled out of even a lab setting, and tranquilized. You've run into adults like that, in your life, I'm sure. I certainly have.