Mainstreaming
The placement of disabled students in the regular education classroom. Mainstreaming was introduced in the 1970s as a result of Public Law 94-142, which mandated that special needs children be placed in the least restrictive environment. Until the approval of P.L. 94-142 in 1975, most special needs children (from mildly to severely disabled), were educated in self-contained settings.
The philosophy of mainstreaming disabled children into the regular classroom comes from the idea that since most individuals will be “mainstreamed” into society, the integration of regular and special needs students should begin at an early age. It was also believed that school resources could be used more efficiently if special needs students were placed in the regular classroom. Mainstreaming also required regular educators to share the responsibility for disabled students with special educators. Conversely, mainstreaming benefits regular education students by increasing their understanding and tolerance of students with differences.
Studies of mainstreaming over the past two decades indicate that the practice is defined differently depending on the school and school district. In most school systems, mainstreaming involves placing a special needs student in the regular classroom setting for one subject area or a portion of the day depending on what is best for the student. According to research, mainstreaming can be a valid alternative to self-contained classrooms, but it is not an appropriate practice for all special needs students. A delicate balance must be struck between the student’s need, teacher training, attitudes toward mainstreaming, and cost factors.
Most students with learning disabilities are educated in the regular classroom while receiving support services. Although parents sometimes worry that their children’s needs will not be met in a regular classroom setting, mainstreaming does not mean that special education students are “dumped” into classes indiscriminately. Rather, students are placed in a regular classroom with support services so they can perform adequately. The concept of mainstreaming is a response to the fact that students can benefit from regular classroom placement if they get additional assistance at the same time. Forms of assistance might be an aide, modification of instruction, more instruction time, and communication with the regular classroom teacher.
Parents of nondisabled children often complain that the disabled child might disrupt the class or take up too much of the teacher’s time. Both are legitimate concerns, and if any child is so disruptive that it interferes with the functioning of the class, then intervention is necessary.
Considerable time, energy, and planning go into every successful mainstreaming experience. Parents must be advocates for their children and provide input about the type and amount of mainstreaming that takes place, and they need to forge positive relationships with school personnel. This should be done during the development and implementation of the individualized education program (IEP).
Mainstreaming works best when:
• Parents and teachers work together.
• Specific mainstreaming experiences are recorded in the child’s education plan.
• Special education teachers meet with regular classroom teachers in the mainstreamed setting.
• Mainstream teachers get information on the special education student’s strengths and needs, and teaching techniques considered helpful for the student’s particular learning disability.
• Mainstream teachers have time to consult with special education teachers to discuss student progress.
• Regular students are given information that enables them to better understand students with special needs.
The philosophy of mainstreaming disabled children into the regular classroom comes from the idea that since most individuals will be “mainstreamed” into society, the integration of regular and special needs students should begin at an early age. It was also believed that school resources could be used more efficiently if special needs students were placed in the regular classroom. Mainstreaming also required regular educators to share the responsibility for disabled students with special educators. Conversely, mainstreaming benefits regular education students by increasing their understanding and tolerance of students with differences.
Studies of mainstreaming over the past two decades indicate that the practice is defined differently depending on the school and school district. In most school systems, mainstreaming involves placing a special needs student in the regular classroom setting for one subject area or a portion of the day depending on what is best for the student. According to research, mainstreaming can be a valid alternative to self-contained classrooms, but it is not an appropriate practice for all special needs students. A delicate balance must be struck between the student’s need, teacher training, attitudes toward mainstreaming, and cost factors.
Most students with learning disabilities are educated in the regular classroom while receiving support services. Although parents sometimes worry that their children’s needs will not be met in a regular classroom setting, mainstreaming does not mean that special education students are “dumped” into classes indiscriminately. Rather, students are placed in a regular classroom with support services so they can perform adequately. The concept of mainstreaming is a response to the fact that students can benefit from regular classroom placement if they get additional assistance at the same time. Forms of assistance might be an aide, modification of instruction, more instruction time, and communication with the regular classroom teacher.
Parents of nondisabled children often complain that the disabled child might disrupt the class or take up too much of the teacher’s time. Both are legitimate concerns, and if any child is so disruptive that it interferes with the functioning of the class, then intervention is necessary.
Considerable time, energy, and planning go into every successful mainstreaming experience. Parents must be advocates for their children and provide input about the type and amount of mainstreaming that takes place, and they need to forge positive relationships with school personnel. This should be done during the development and implementation of the individualized education program (IEP).
Mainstreaming works best when:
• Parents and teachers work together.
• Specific mainstreaming experiences are recorded in the child’s education plan.
• Special education teachers meet with regular classroom teachers in the mainstreamed setting.
• Mainstream teachers get information on the special education student’s strengths and needs, and teaching techniques considered helpful for the student’s particular learning disability.
• Mainstream teachers have time to consult with special education teachers to discuss student progress.
• Regular students are given information that enables them to better understand students with special needs.
Tags: learning disabilities, Mainstreaming, placement of disabled students, regular education classroom
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