Mainstreaming, Integration, Inclusion

Is There a Difference?
Revolutionary Common Sense by Kathie Snow, www.disabilityisnatural.com

Lots of words are bandied about to describe peo- settings. For either of these groups of adults,
ple with disabilities being “in,” or “part of ” ordinary however, a community outing in no way represents
environments, such as school, community activities, mainstreaming, integration, or inclusion. Instead,
work, etc. These words—mainstreaming, integration, it represents “visitation”—they’re visitors to these
and inclusion—are often used interchangeably. But environments. In most cases, they’re not free to go
do they mean the same thing? Let’s examine the issue when and where they want; they travel in groups,
and explore what difference it all makes . . . supervised by someone in authority; and they have
In the adult arena, human service agencies across little or no personal interaction with others in stores,
the country attempt to ensure community integra- the mall, the bowling center, or other community
tion of adults with disabilities. Weekly “community locations they “visit.”
outings” to the mall, bowling centers, grocery store, In the public school arena, a review of history
and other locations are the norm. Similar routines demonstrates that mainstreaming—placing students
are followed in many public schools, when teachers with disabilities into general ed classrooms—was
take “special ed students” on “community outings” attempted by some in the late ‘70s, shortly after the
to grocery stores and other locations. passage of Federal special ed law. In far too many
This practice is an unfortunate and useless relic cases, this was all that was done: students with dis-
of the institutional era of the 19th and 20th centuries abilities were “placed” in general ed classrooms with
when many children with disabilities were abandoned no supports or accommodations. Personal histories
by their parents and grew up in institutions. At that reveal that many students were, in essence, “dumped”
time, it was believed that before an institutionalized into classrooms, where they were expected to sink or
person could successfully re-enter the community, swim. This “experiment” (as that’s how many saw it
she would need these “life-skills” experiences. But at the time, despite the specific mandates in special
how is an outing to the grocery store relevant or ed law) was seen as a failure and many parents and
meaningful to today’s students who are not growing teachers retreated to the status quo: special, segregated
up in institutions and who have probably been going classrooms for students with disabilities.
to the grocery store with their moms since they were Then, in the 1980s, some enterprising teach-
born? Where have today’s special ed teachers learned ers and parents—recognizing the “failure of
this nonsense and why do parents allow it? And, mainstreaming”—moved toward “integration.” These
sadly, because the public school offers this “training,” practices went beyond the dumping of students, as
it seems that many parents have willingly surrendered more supports and accommodations (as mandated
their responsibilities of helping their children learn by special ed law) were provided. Some students were
how to live in the real world. provided with one-on-one aides (and in many cases,
When it comes to adults, yes, there are some then and now, parents were told their children with
older adults who may have grown up in (and are disabilities could not be in a general ed classroom
still living in) congregate facilities, and have little without a full-time aide). Some progress was seen,
personal experience living in the real world. And but many realized that a big chunk was still missing:
there are also younger adults in group homes who, physical integration did not necessarily ensure social
like today’s children, did not grow up in institutional integration. For example, the student and the aide
2 - Mainstreaming, Integration, Inclusion: Is There a Difference?
today, and all the community activities he participated
might have sat in the back of the room, away from
in when he was younger, provide ample testimony.
the rest of the classroom. The student had little or
no interaction with the classroom teacher or other In pockets here and there, real progress is being
students; he did not participate in classroom activities; made. But in other places, we’re going backwards,
he made no friends; he was not seen as a true member as segregated classrooms and/or schools just for
of the classroom; he didn’t belong. students with autism, for example, are on the rise.
In addition, “special college programs” are being
So, in the ‘90s and today, some parents and educa-
implemented across the country. In most of these
tors, learning from the failed strategies of mainstream-
programs, college-aged students with disabilities at-
ing and integration, recognize the value of inclusion.
tend life-skills or other special classes created “just
The definition of inclusion from my book, Disability
for them.” Proponents vehemently deny that these
is Natural: Revolutionary Common Sense for Raising
programs represent segregation, saying students are
Successful Children with Disabilities, reflects what has
integrated on college campuses. They’ve failed to learn
actually occurred for my son and others with disabili-
from the past. Yes, these students might be physi-
ties (in other words, it’s not a theoretical definition,
cally integrated on a college campus, but they’re not
but the reality). In addition, these practices reflect the
socially included—there is no sense of belonging to
provisions of Federal special ed law in both spirit and
the whole. Like others previously described, they’re
intent (and these principles can also apply to children
essentially visitors on a college campus. Feeling like
and/or adults with disabilities in any environment):
you don’t belong, that you’re not quite good enough,
Inclusion is children with disabilities being educated in that you’re not like the others, and more—are there
the schools they would attend if they didn’t have disabili- any worse feelings in the world?
ties, in age-appropriate regular education classrooms,
where services and supports are provided in those
We can ensure inclusion for all if we can answer
classrooms for both the students and their teachers, “yes” to these questions:
and where students with disabilities are fully participat- • Is the person in an age-appropriate, ordinary
ing members of their school communities in academic (not special) environment?
and extracurricular activities.
• Does the person have the needed accommo-
Some parents and educators routinely pooh- dations, assistive technology, and/or other
pooh inclusion today, saying they’ve tried it and it supports to ensure active participation and
doesn’t work. But when questioned about details, opportunities for meaningful relationships
it becomes apparent that the old style mainstream- and experiences?
ing or integration, not inclusion, was attempted. In
• Does the person feel that he belongs?
other cases, a parent or teacher says a student with
• Is the person viewed by others as a member
disability is included because he/she attends art, PE,
of the group?
and/or music general ed classrooms, while being in
segregated classrooms the rest of the time. But this As described in other articles, every person in our
is not inclusion; like the adults mentioned previ- society is born included—inclusion is the natural state
ously, these students are “visitors.” Inclusion is like of being. There is a difference between mainstream-
pregnancy: you either are or are not. There’s no such ing, integration, and inclusion. Our society is en-
thing as “partial inclusion.” riched by the diversity of its people. Individuals with
Inclusive practices do work. My children’s school disabilities can and should contribute to this richness,
and many others, as well as the college my son attends and inclusion is the way to make it happen.

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