Overview of Mainstreaming

This paper will first provide an overview of mainstreaming and will deal with some of the basic arguments both for and against the process. Using this same approach, the paper will then turn to an examination of the issue of mainstreaming for very young children, elementary school children, middle school children, and the transition period between school and adulthood. Finally, the paper will conclude with a summation of the pro and con approaches to mainstreaming, particularly considering academic achievement and self-concept.

Two forces in contemporary education, among others, have led to the somewhat divisive argument focusing on whether to mainstream exceptional children or to provide for their needs in more traditional settings within the regular classroom. Sharply escalating educational costs have led to controversy and concern over accountability in education, as well as the idea that the best possible answers for exceptional children lie in including them in regular classes, ultimately preparing them for the pragmatic world.

In fact, one of the clearest indications derived from the research on the subject is that mainstreaming means different things to different people. To some it is similar to the stillaccepted practice of integrating children from self-contained special classes into regular classes on a part-time basis. To others, mainstreaming is the elimination of all specialized groupings on the basis of disability or exception. In fact, a single defini

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e community at large. Finally, researchers believe that the element of caring must be a part of school reform, especially regarding mainstreaming. In this way, American schools can make a difference to exceptional children (Lipsky and Gartner, 1989). Generally, the term mainstreaming identifies the phases of integration of exceptional children within the regular classroom. According to PL 94-142, special education and related services are required to be available to all eligible children between 3 and 21 years of age. In terms of the very young child, mainstreaming is considered by some to be important in that it helps social development and increases the likelihood of those children functioning at a higher level as they mature. Task-related skills are taught, as well as personal interaction, giving the children more of a sense of belonging to a community (Sailor, et al., 1989, pp. 35-7). Those believing mainstreaming is not appropriate for young children believe that learning will be affected, since children with disabilities will not receive intensive instruction on prerequisite and readiness skills that they need. Also, nondisabled children will either ignore children with disabilities or ridicule and abuse them becau

Category: Psychology - O