Mainstreaming in education

Mainstreaming, in the context of education, is the practice of educating students with special needs in regular classes during specific time periods based on their skills. This means regular education classes are combined with special education classes. Schools that practice mainstream believe that students with special needs who cannot function in a regular classroom to a certain extent belong in the special education environment.

Access to a special education classroom, often called a "self-contained classroom or resource room", is valuable to the student with a disability. Students have the ability to work one-to-one with special education teachers, addressing any need for remediation during the school day. Many researchers, educators and parents have advocated the importance of these classrooms amongst political environments that favor their elimination.

Proponents of both philosophy of educational inclusion assert that educating children with disabilities alongside their non-disabled peers fosters understanding and tolerance, better preparing students of all abilities to function in the world beyond school. Children with special needs may face social stigma as a result of being mainstreamed, but also may help them socially develop.

It is believed that educating children with disabilities alongside their non-disabled peers, facilitates access to the general curriculum for children with disabilities. Studies show that students with disabilities who are mainstreamed have:

Mainstreaming also benefits other children. It opens the lines of communication between those students with disabilities and their peers. If they are included into classroom activities, all students become more sensitive to the fact that these students may need extra assistance.

Some people believe that educating non-disabled students and students with disabilities together creates an atmosphere of understanding and tolerance that better prepares students of all abilities to function in the world beyond school. Students without disabilities who engaged in an inclusive physical education program reported increases in self-concept, tolerance, self-worth, and a better understanding of other people. The students also reported that the inclusion program was important because it prepared them to deal with disability in their own lives. Positive aspects that come from inclusion are often attributed to contact theory. Contact theory asserts that frequent, meaningful, and pleasant interactions between people with differences tend to produce changes in attitude.

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