Why Inclusion is More Important than Mainstreaming for Students with Disabilities

When it comes to supporting students with disabilities in a school, the terms, mainstreaming and inclusion, are often used. They seem pretty similar as both incorporate placing students with disabilities in regular classrooms. They, however, are not the same, and the distinction is essential. It is these differences that enable parents, teachers, and school leaders to determine the varying needs of students and how to help each one succeed. 

Mainstreaming: Restricted Access

Mainstreaming is one of the first strategies developed to integrate students with disabilities into the general education system. As it often plays out, students are “mainstreamed” to general education classes only on the condition that they can meet the pace, expectations, and standards of the class. Students who are unable to do this are usually removed from the class to receive specialized instruction or pullout services. This model still retains the traditional classroom structure, where the only element that changes is the student, who is expected to adapt accordingly. 

Although mainstreaming is a significant improvement over the still prevalent practice of completely separating a student from the rest of the school population, it still conveys a subtle message: You are welcome to join, provided you are willing to meet the set conditions. This form of physical access is, unfortunately, inadequate in the realms of genuine academic and social belonging.

Inclusion: Belonging by Design

Inclusion, on the other hand, redefines the border of the classroom. Rather than expecting learners to fit all learners, inclusive classrooms are purposefully constructed to accommodate all learners. Teachers embed flexible strategies, modify lessons, and utilize various forms of collaboration to ensure that all students, regardless of their ability level, can learn within the same environment. Supports are integrated into the student's classroom, rather than removing the student from the company of peers (The Intentional IEP, n.d.).

As Hayes and Bulat (2017) put it, inclusive education is beyond just having students in one classroom. It is about having equitable frameworks that foster participation and success for everyone. Their work demonstrates that inclusive classrooms enhance academic achievement, eliminate participation barriers, and foster social relationships among students with disabilities. In the same way, peers who do not have disabilities gain the ability to understand, collaborate, and appreciate diversity.

The Concept of Law: IDEA and the LRE

Inclusion is more than an educational philosophy; it is a requirement of the law. The Individuals with Disability Education Act (IDEA, 2004) states that students with disabilities must be educated in the "least restrictive environment" (LRE). This means they should be educated alongside their non-disabled classmates to the same level as is reasonable. An exception is made only when a student's needs, even with assistance, cannot be adequately addressed in a regular classroom, and there are self-contained classrooms available. 

This section emphasizes a key point: students with disabilities are not visitors in the classroom. They should have the same chances as every other student in the class to progress academically and socially and to become an active member of the class. Inclusion ensures that those rights are violated freely. 

The data is conclusive: all students learn more in inclusive classrooms. Students with disabilities, in particular, experience increased academic progress, better attendance, and more favorable long-term outcomes, including graduating and increased autonomy (Hayes & Bulat, 2017). Students without disabilities benefit from inclusion opportunities every day, developing and practicing essential leadership, teamwork, and compassion skills needed to thrive in a world that is becoming increasingly diverse.

Additionally, inclusive classrooms foster school cultures in which differences are accepted and appreciated, rather than being stigmatized. Rather than concentrating on what children are unable to achieve, inclusive education focuses on what each student can offer, their assets, and their distinctive value to the learning environment.

Moving Beyond Access Toward Belonging

The transition from mainstreaming to inclusion adds value to equity. In mainstreaming, the statement is, "You can join us if you're ready." In conclusion, it is, "We will design this classroom so you will not have to feel outside." That shift, from restricted access to purposeful inclusion, is what makes inclusion transformative.

As the saying goes, 'action speaks louder than words.' Inclusion is more than a practice; it is a promise to equity and social justice, and the understanding that every child has the right to learn and grow with their peers. Schools adopting inclusive practices are not just complying with the law, but are also simultaneously creating kinder and more caring communities for every individual.

References

Hayes, A. M., & Bulat, J. (2017). Disabilities inclusive education systems and policies guide for low- and middle-income countries. RTI Press 

     https://www.ncbi.nlm.nih.gov/books/NBK554622/

Individuals with Disabilities Education Act of 2004, 20 U.S.C. § 1400 et seq.

The Intentional IEP. (n.d.). Mainstreaming vs inclusion: What's the difference. The Intentional IEP. https://www.theintentionaliep.com/mainstreaming-vs-inclusion- whats-the-difference