Mainstreaming/Inclusion: Chronological and Legal History
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 demanded that disabled students keep up with non-disabled students. According to Paige, with mainstreaming, disabled students were placed selectively in general education settings with minimal modifications. This practice allowed for only students with mild disabilities to be able to participate in general education. Students that suffered from moderate disabilities were placed in nonacademic settings such as art, music, and physical education and students with severe di...