Mainstreaming Handicapped Children in Regular Classrooms

Introduction to Mainstreaming

In education, the practice of teaching mentally or emotionally handicapped children in regular classrooms alongside non-handicapped children is known as mainstreaming. There has been increasing interest in this practice since the 1960s, driven by numerous factors. For example, research has shown that many handicapped students learn better in regular classrooms than in special classes. In addition, there have been charges that racial imbalances existed in special education placements. The federal Education for All Handicapped Children Act of 1975, which states that all handicapped children have the right to a "free and appropriate" education in the "least restrictive environment," has been frequently interpreted as supporting the expansion of mainstreaming (University Press, 2003).

Mainstreaming has worked well with segments of the special student population whose disabilities are compatible with a regular classroom setting, and is generally felt to better prepare handicapped students socially for life after school. It has also helped other school children gain a better understanding of those with disabilities. It has been controversial, however, with students who have emotional or behavioral difficulties that may be disruptive to the entire class. Some also argue that children with special needs cannot receive adequate individual attention in an integrated classroom.

This paper argues that mainstreaming handicapped children is both appropriate and beneficial to all students. It examines existing literature on the topic to determine the most effective methods of mainstreaming and how to improve the mainstreaming process.

The Case for Mainstreaming

More and more parents and educators are supporting the process of mainstreaming, which is best described as the "social trend of bringing exceptional people into the world of non-exceptional people" (Saskatchewan Teachers' Federation, 1986, p. 3). For students with severe handicaps — which may include mental handicaps, sensory impairments, physical handicaps, or chronic health problems — it is widely believed that they can learn but may require guidance, instruction in basic life skills, or assistance with daily activities (Stanviloff, 2002). The rationale for including these students in the regular routines of school life is based on a variety of educational, moral, and legal arguments.

Supporters of mainstreaming argue that all children with special needs have a right to equal opportunity in the regular classroom and need the stimulation of typical peers to develop functional life, social, and work skills (Thousand & Villa, 1991). From an educational perspective, many proponents believe it is important for handicapped children to spend at least part of the school day alongside typical peers in order to learn and utilize social skills. Stainback and Stainback (1990) suggested that all children benefit from including students with severe handicaps. Students can help one another, develop friendships, better understand disabilities, and come to accept individual differences. Given these benefits to all students, there appears to be little justification for separating handicapped children from the regular classroom.

Arguments Against Mainstreaming

Most studies show that teachers, like the general public, have concerns regarding both handicapped students and mainstreaming. Teachers tend to be most uncomfortable mainstreaming emotionally disturbed and mentally retarded students. Much of this discomfort stems from a lack of knowledge about disabilities, limited experience with handicapped students, and minimal training in teaching these populations.

While both proponents and opponents of mainstreaming believe that all children should have the opportunity to achieve their fullest potential, opponents argue that this goal cannot be accomplished through mainstreaming. They contend that the benefits of special education outweigh its disadvantages (McIntyre, 1992). Opponents feel that children with handicaps easily fall behind in learning and need specialized attention that a teacher in a regular classroom cannot provide. If these gaps are not addressed, the effects may follow children for the rest of their lives. Special education advocates therefore argue that dedicated classes help handicapped children develop the self-confidence they need to succeed.

Opponents also argue that handicapped children who are noticeably different from their peers are likely to face ridicule in regular classrooms. They contend that placing these children with others who are at a similar developmental level allows them to relate more readily to one another. As one speech pathologist argued, "Children with handicaps cannot be ignored and pushed through the school system. They must get the help they need in order to avoid ridicule and defeat for the rest of their lives" (McIntyre, 1992).

Conclusion

Mainstreaming promotes diversity in schools and helps all students learn to accept others who are different from themselves. The process benefits general-education students and society as well as special education students. When supported by adequate resources, collaborative professional relationships, and flexible service delivery, mainstreaming can fulfill its promise: giving every child — regardless of ability — the opportunity to learn, grow, and participate fully in school life.

References

McIntyre, M. (October, 1992). Should schools eliminate gifted and talented programs? NEA Today, p. 39.

Saskatchewan Education. (1986). Toward the year 2000: Future directions in curriculum and instruction. Regina, SK: Saskatchewan Education.

Stanviloff, L. (2002). Support for classroom teachers involved in mainstreaming students with severe handicaps. SSTA Research Centre Report #96-10, 60.

The University Encyclopedia, Sixth Edition. (2003). University Press.