Arguments for mainstreaming | Arguments against mainstreaming | |
| It is nearly impossible to achieve socialization in abnormal settings.
| Not every disabled student can benefit from mainstreaming.
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| Instruction and training given in segregated settings do not prepare students for participating in integrated settings.
| If not done well, mainstreaming may result in greater prejudice, stereotyping, and rejection of a disabled student.
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| Regular education teachers trained in mainstreaming techniques will be more effective in dealing with non-disabled students having exceptional problems.
| Placing a disabled student in a regular classroom without adequate support may demand so much teacher attention that other students will be neglected.
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| Disabled and non-disabled students will learn to understand and appreciate each other by attending the same classroom.
| Large class sizes interfere with the ability of regular teachers to meet the needs of both disabled and non-disabled students.
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| Special needs students who have not been given special education labels already are in regular classrooms.
| Mainstreaming is being forced through legal actions without considering the appropriateness of the placement.
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| Mainstreaming can help special education students develop self-confidence, new skills, and greater independence.
| Many regular teachers are poorly prepared to meet the needs of disabled students placed in their classrooms.
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| Mainstreaming can help non-disabled students appreciate individual differences and become comfortable with disabled students. | Many administrators do not provide adequate support to regular teachers receiving disabled students. |
