In a general education classroom setting, students are equipped with both functional and academic skills that are necessary and substantial for their growth. Henceforth, generalization refers to the ability portrayed by the students to apply the skills learned skills in new and different environments. In classrooms, teaching generalization enables students to develop critical thinking ability from the writing and reading abilities obtained from the class ( Stokes & Baer, 1977 ). Including students in a general education classroom setting improves skills of students with learning deficits such that, they are able to learn new skills and generalize them. In addition, teaching generalization improves the student’s level of flexibility and independence. Furthermore, it promotes a supportive learning environment hence improving academic skills in students. Generalization helps students to adapt to dynamic environments since it prepares students on how to apply learned skills in a wide variety of environments ( Heldt & Schlinger, 2012 ).
Nevertheless, teaching generalization when students are included in general education classroom settings limits specialization that might be useful for certain areas especially on career based approach (Rosales & Baer, 1997). In addition, since general education teaches functional and academic skills, students tend to have a shallow understanding of different skills since they aim at learning more skills to apply in different environments. This differs from specialization that helps in developing in-depth skills on a given field hence improving student’s competence.
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For students with mild disabilities, teaching generalization improves their learning skills inducing skills necessary for handling instructions and adapting to different environments. In addition, general education promotes positive behavior among children with mild disabilities and students with severe disabilities as well (Reeve et. al, 2007). It improves their ability to perform different activities and complete tasks across different environments relating to the skills obtained from a classroom setting. The main disadvantage of teaching generalization on students with disabilities is the limitation of the applicability of the concepts and skills obtained from the learning setting ( Alber & Heward, 1996 ). This special group of students might develop learning disabilities limiting their ability to obtain skills hence posing a challenge related to teaching generalization.
References
Alber, S. R., & Heward, W. L. (1996). “GOTCHA!” Twenty-Five Behavior Traps Guaranteed to Extend Your Students' Academic and Social Skills. Intervention in School and Clinic , 31 (5), 285-289.
Heldt, J., & Schlinger, H. D. (2012). Increased variability in tacting under a lag 3 schedule of reinforcement. The Analysis of Verbal Behavior , 28 (1), 131-136.
Reeve, S. A., Reeve, K. F., Townsend, D. B., & Poulson, C. L. (2007). Establishing a generalized repertoire of helping behavior in children with autism. Journal of Applied Behavior Analysis , 40 (1), 123-136.
Rosales‐Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept for behavior analysis. Journal of applied behavior analysis , 30 (3), 533-544.
Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization 1. Journal of applied behavior analysis , 10 (2), 349-367.
