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Related Experiment Videos

Mainstreaming children with handicaps: implications for pediatricians.

D K Walker1, J S Palfrey, M Handley-Derry

  • 1Bureau of Parent, Child and Adolescent Health, Massachusetts Department of Public Health, Boston 02111.

Journal of Developmental and Behavioral Pediatrics : JDBP
|June 1, 1989
PubMed
Summary

Mainstreaming children with disabilities into regular classrooms can yield better academic and social outcomes for all students when adequate resources are provided. This inclusive education approach requires collaboration between regular and special education teachers for success.

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Area of Science:

  • Education Policy
  • Child Development
  • Pediatrics

Background:

  • Legislative mandates and judicial precedents have driven the inclusion of children with disabilities into mainstream education.
  • Research has focused on students with disabilities, with less attention to the impact on their nondisabled peers.

Purpose of the Study:

  • To inform pediatricians about the mainstreaming movement's history, definitions, and effects.
  • To review the literature on mainstreaming's impact on students and teachers.

Main Methods:

  • Literature review of studies on mainstreaming effects.
  • Analysis of historical underpinnings and definitions of mainstreaming.

Main Results:

  • The impact of mainstreaming is equivocal, with many studies lacking methodological rigor.

Related Experiment Videos

  • Well-designed studies indicate better academic and social outcomes in well-resourced mainstreamed classrooms for all students.
  • Effective mainstreaming relies heavily on the collaboration between regular and special education teachers.

    • Conclusions:

    • Pediatricians can advocate for families to navigate educational systems for appropriate placements.
    • Successful mainstreaming requires adequate resources and skilled teaching professionals.