Mainstreaming is an idea that was formulated in 1970. It is "an educational method that includes many different kinds of learners in the same classroom" (kidshealth 2004 1). It is important to realize that mainstreaming is not merely for students with disabilities such as Attention Deficit Disorder, but also for vision- and hearing impaired students, students with physical or mental disabilities, but also for gifted students.
Philosophical foundations of Mainstreaming:
Many educators as well as psychologists believe that one of the most important aspects of the maturing of children is not to separate them from the so-called "mainstream" but to unite all students, even if they learn or perform at a different pace.
President Bush's theory about "Leave No Child Behind" is certainly applicable to the inclusion of special needs children in the mainstream. There is also the valid psychological assumption that special needs students should not be perceived as "different" and somehow "less" of a human by their fellow students. This idea of inclusion makes it possible for the special needs students to make the transition to the adult world outside school. It also gives their peers a chance to realize that their "differences" do not mean they should be excluded from everyday events, whether in the classroom, the playground or the schoolyard.
Instructional strategy behind mainstreaming:
Technology now makes it possible to include special needs students in regular classes, even as they advance at their own pace. Computers, video tapes and videodiscs are powerful learning tools. But, there must be care in selecting the right equipment. "Schools need to see that the system is effective in instruction; it has to be cost effective; and it has to fit in with their human resources" (Cooke and Miller 1989 1). There are a number of pilot programs worldwide, most with similar outlook on instructional n
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