Mainstreaming

The following research paper presents the topic of mainstreaming and/or inclusion. Mainstreaming and inclusion are presented within the context of a chronological and legal history. The chronological history of special education through mainstreaming and inclusion and how legal issues interacted and affected this history are discussed. Following this discussion a summary and conclusions is presented.

Crossley (2000) stated that mainstreaming or inclusion, are defined by the courts as the process of placing disabled children in the least restrictive environment. McDaniel (2002) noted that mainstreaming also includes the placing of gifted children in regular classrooms. According to Crossley, while the courts use the terms mainstreaming and inclusion interchangeably, mainstreaming actually refers to the placing of a disabled student in a general education classroom with supplemental support and inclusion refers to the mere integration of disabled children in regular classrooms with non-disabled children. This process was a response to the Education for All Handicapped Children Act of 1975, now entitled the Individuals with Disabilities Education Act (IDEA), which required that all disabled children be educated in the least restrictive environment.

Alternatively, Paige (2004) stated that mainstreaming was a response to the least restrictive requirement and this differed from inclusion since it d

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due to undetected inequities and barriers. Kolstad,áWilkinson, and Briggsá(1997) pointed out that to best assist the disabled student and place them in the appropriate environment, they must first be identified. Disabled or handicapped students may have a learning disability and students with a learning disability may have physical, emotional, or mental disabilities. Learning disability is defined in several ways and many teachers do not have a real sense of what it means. The disabled student may be physically, mentally, or emotionally handicapped; there are over thirty characteristics that can be related to a learning disability. Frequently listed disabilities are reversals of letters and numbers and illegible handwriting. Other handicaps include an inability to focus, problems with memory, excessive movements, and more. Federal guidelines define a learning disability as a disorder with at least one of the psychological processes involved in written or spoken language. The federal definition excludes mental retardation, visual or hearing impairments, and other environmental, economic, or cultural disadvantages. Schools identify students as learning disabled when there is a severe discrepancy between school achieveme
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Some common words found in the essay are:
Board Education, Sandall Beckman, Blais Hemingway, Rizzo Lavay, Lyon Gartland, Rogers Lodge, Supreme Court, Specifically Paige, KolstadáWilkinson Briggsá1997, Conclusions Crossley, special education, disabled children, disabled students, crossley 2000, disabled student, students disabilities, restrictive environment, free appropriate, et al, regular classrooms, yell et al, appropriate public education, et al 1998, free appropriate public, special education classes,
Approximate Word count = 5729
Approximate Pages = 23 (250 words per page)

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