Integration vs. Mainstreaming

Attribute	Integration	Mainstreaming
Definition	Combines students with disabilities into regular education classrooms for part of the day	Placing students with disabilities in regular education classrooms full-time
Focus	Emphasizes individualized support and services for students with disabilities	Emphasizes creating inclusive environments for all students
Implementation	May involve pull-out or push-in services for students with disabilities	Requires changes in curriculum, instruction, and school culture to accommodate all students
Goals	Promotes socialization and academic growth for students with disabilities	Promotes diversity, equity, and inclusion for all students

Definition

Integration and mainstreaming are two approaches to educating students with disabilities in the general education setting. Integration involves placing students with disabilities in regular education classrooms for part or all of the school day, while mainstreaming refers to the practice of placing students with disabilities in regular education classrooms for the majority of their school day.

Goals

The goal of integration is to provide students with disabilities access to the general education curriculum and social interactions with their peers without disabilities. It aims to create a more inclusive environment where all students can learn together. Mainstreaming, on the other hand, focuses on providing students with disabilities the opportunity to be educated alongside their non-disabled peers as much as possible, while still receiving the support they need to be successful.

Support Services

In an integrated setting, students with disabilities may receive support services such as special education teachers, aides, or therapists who work with them in the general education classroom. These support services are typically provided on a part-time basis. In a mainstreaming setting, students with disabilities may also receive support services, but they are often more intensive and may involve more specialized instruction or therapy outside of the general education classroom.

Social Interaction

One of the key differences between integration and mainstreaming is the level of social interaction between students with disabilities and their non-disabled peers. In an integrated setting, students with disabilities have more opportunities to interact with their peers in the general education classroom, which can help foster friendships and a sense of belonging. In a mainstreaming setting, students with disabilities may still have social interactions with their peers, but these interactions may be more limited due to the need for specialized instruction or support services.

Curriculum

Both integration and mainstreaming aim to provide students with disabilities access to the general education curriculum. However, the way in which this is achieved may differ. In an integrated setting, students with disabilities are expected to participate in the same curriculum as their non-disabled peers, with accommodations and modifications as needed. In a mainstreaming setting, students with disabilities may receive more individualized instruction or support to help them access the curriculum at their own pace.

Teacher Training

Teachers play a crucial role in the success of both integration and mainstreaming. In an integrated setting, general education teachers may receive training on how to support students with disabilities in their classroom, while special education teachers may provide additional support as needed. In a mainstreaming setting, general education teachers may work closely with special education teachers to develop and implement individualized education plans (IEPs) for students with disabilities, ensuring that they receive the support they need to be successful in the general education setting.

Parent Involvement

Parent involvement is also an important factor in the success of integration and mainstreaming. In both settings, parents of students with disabilities may be involved in the development of their child's education plan and may work closely with teachers and school staff to ensure that their child's needs are being met. However, in a mainstreaming setting, parents may be more involved in advocating for their child's right to be educated alongside their non-disabled peers and may play a more active role in ensuring that their child receives the support they need to be successful in the general education setting.

Conclusion

Integration and mainstreaming are both valuable approaches to educating students with disabilities in the general education setting. While integration focuses on providing access to the general education curriculum and social interactions with peers, mainstreaming emphasizes the importance of educating students with disabilities alongside their non-disabled peers as much as possible. Both approaches have their own strengths and challenges, and the decision of which approach to use should be based on the individual needs of the student and the support services available in the school.