Mainstreaming

Mainstreaming is an important issue and realism that has a direct impact on all parties involved, including educators, students and parents. Mainstreaming is a matter that has become very controversial and therefore it requires important awareness and understanding from all peoples involved. One essential way of gaining this understanding and awareness is by reviewing what mainstreaming really is, as well as the positive and negative aspects that may arise from it.

Defining the Issue: Mainstreaming

Mainstreaming, now more commonly referred to as inclusion, is thought of as the integration of exceptional students into regular educational settings, in which emphasis is placed on participation rather than placement (Perry, Winne & Woolfolk, 2000 p. 136). A classroom that is mainstreamed, is one which includes many different types of learners; in other words, mainstreaming is a classroom that accommodates students with disabilities and those without, as well as those students who are thought of as being gifted with an IQ score of above average. Disabled children in a mainstreamed classroom may vary greatly in the types of disability they might have. For example, children may have one or more of the following disabilities: physical, behavioral, mental or learning disability. It is evident then, that a classroom that is mainstreamed will indeed present a number of challenges for the teacher, since he or she must accommodate to so many different needs of the students.

The main purpose of mainstreaming is to "equally support and promote a typical classroom experience for all students" (Lyness, 2001, p. 3). However, this does not exclude the usage of outside support services such as teachers' assistance or resource rooms. Therefore, the basic idea of mainstreaming is for students to receive assistance, while also benefiting from a regular classroom atmosphere.

Positive Viewpoints of Mainstreaming

There are a number of interesting points that support the idea of mainstreaming. For example, in a mainstreamed classroom all special education students must have an Individual Education Program (IEP). An IEP is an "annually revised program detailing present achievement level, goals and strategies, drawn up by teachers, parents, specialist and if possible the student" (Perry, Winne, & Woolfolk, 2000, p. 138). The use of the IEP is geared to meet the needs of the special education student. This is an issue that should be further educated and explained to the parties involved, most importantly the parents, since most of them feel that their child may not be receiving the support that they need in order to perform adequately in a regular classroom. As mentioned previously, students in a mainstreamed classroom receive support services such as teachers' aids and access to resource rooms. Resource rooms are generally equipped with materials that are designed to meet the needs of the special educational student. A student may spent as much time as they need in the resource room with a special education teacher in order to receive the extra help they need.

Another point that supports the idea of manstreaming is the fact that it seems to be beneficial for all students, both disabled and non-disabled. For example, placing special education students in a regular classroom reduces the risk of the student as being labeled

or stigmatized. This point stands out clearly in the statement by Perry, Winne & Woolfolk (2000) that

Segregation away from the mainstream in special classes robs disabled students of the opportunity to learn to participate fully in society, robs non-disables students of the opportunity to develop understanding and acceptance of the disabled, and increases the likelihood that the individual will be stigmatized (p.139).

Also, a classroom that includes and involves different types of learners is one that will be more accepting of the differences present amongst the students. According to studies by Lyness (2001), research has shown that students without disabilities who are in a mainstreamed classroom accept and value the differences in their classmates, have enhanced self esteem, and a genuine capacity for friendship. It is important for students to respect the differences of their peers, which is what a mainstreamed classroom helps to accomplish.

Negative Viewpoints of Mainstreaming

Along with the good points of mainstreaming come a number of interesting points that do not support the idea of mainstreaming. For example, in a mainstreamed classroom a child may not feel a sense of belonging from other children. This may been displayed in the form of teasing or ridicule, in which the special education students self esteem is greatly affected. Feelings of inadequacy to keep up with non-disabled students may also arise amongst special education students. Perry, Winne & Woolfolk (2000), state that "disabled students can be just as socially isolated in a regular class as they would in a special education class, across the hall across the country" (p.139).

Another pessimistic viewpoint of mainstreaming is the great demand that is places on the teachers. With so few teachers available and the large amount of students in need of assistance, it is impossible for teachers to focus special attention on individual students with special educational needs. This creates a problem for