As chair and CEO of K3 Learning Inc., Michael Koffler oversees educational programming from early intervention to the twelth grade level. Michael Koffler leads K3 Learning in providing special and standard education as well as integrated programs.
When young children with and without special needs learn in the same space, all students learn from one another. Children who are developing typically can serve as role models as their peers with special needs practice essential skills, such as fine and gross motor work.
Meanwhile, children with and without disabilities build friendships that are, according to observations, just as reciprocal as relationships between typically developing peers. This reciprocity allows children with disabilities to develop social skills and language, while their friends without disabilities develop a more informed and integrated understanding of people with different abilities.
Children of all abilities also benefit from the higher teacher-student ratios in integrated classrooms. Staffing is targeted at providing individualized services, which means more adult attention for every child in the classroom. All children then get the chance to develop at their own pace, whatever that pace may be.
what is most keen to observe, is that there is a correlation between student:staff classroom ratio, and level of ability of students. For example, a child with speech and learning disorder, as contrasted with a student with complex autism challenges, may see classroom rations of 12 students to 2 teachers, compared with 8 students to 4 teachers. Further, consider a high performance high school or college level environment of 50 to 100 students and one teacher. Human interaction has direct impact on peoples development and accentuates the likelihood of a successful academic and/or vocational path.