Legal Definitions - mainstreaming

Mainstreaming, also known as the least restrictive environment (LRE), is a core principle in special education law. It is mandated by the Individuals with Disabilities Education Act (IDEA), a federal law ensuring that children with disabilities receive a free appropriate public education.

Mainstreaming requires that, to the greatest extent possible, students with disabilities are educated alongside their peers who do not have disabilities, within general education classrooms. The goal is to provide students with disabilities access to the general curriculum and social interactions in a regular school setting, with necessary support and accommodations.

A student with a disability should only be removed from the regular educational environment if the nature or severity of their disability is such that education in regular classes, even with the use of supplementary aids and services, cannot be achieved satisfactorily. This means that special classes or separate schooling are considered only when a student's individual needs cannot be met effectively within the general education classroom, even with extensive support.

Determining the appropriate level of mainstreaming involves a careful evaluation of a student's individual needs, considering factors such as the educational benefits of inclusion, the non-academic benefits (like social development), and the impact on the overall classroom environment.

Here are some examples illustrating mainstreaming:

• Example 1: A Student with Dyslexia in a General Education Classroom

  Maya is a fifth-grader diagnosed with dyslexia. Instead of being placed in a separate special education classroom for all subjects, Maya attends her regular fifth-grade class for math, science, social studies, and art. For reading and writing, she receives specialized instruction for 45 minutes each day in a small group setting with a special education teacher, often referred to as a "pull-out" service. The rest of her day is spent with her non-disabled peers.

  This illustrates mainstreaming because Maya spends the majority of her school day in the general education environment with her non-disabled peers, receiving specialized support only for the specific areas where her disability significantly impacts her learning. Her education is provided in the least restrictive environment possible while still addressing her unique needs.

• Example 2: A Student with a Physical Disability Participating in All Regular Classes

  David is a high school student who uses a wheelchair due to a physical disability. He attends all his academic and elective classes (English, history, biology, band) in the general education setting. His school provides accommodations such as accessible ramps, an elevator, an adjustable desk, and a personal aide to assist him with note-taking and navigating the campus between classes. He participates in group projects and class discussions alongside his non-disabled classmates.

  This demonstrates mainstreaming because David is fully integrated into the general education environment for all his classes. The school provides the necessary supplementary aids and services (accessible facilities, aide, modified equipment) to ensure he can participate effectively and receive an appropriate education alongside his non-disabled peers, making it the least restrictive environment for him.

• Example 3: Gradual Integration for a Student with Autism Spectrum Disorder

  Liam, a second-grader with Autism Spectrum Disorder, initially struggled with sensory overload and social interactions in a large classroom. He began the school year in a self-contained special education classroom for core subjects. However, as he developed coping strategies and improved his social skills with targeted support, his Individualized Education Program (IEP) team decided to gradually mainstream him. He now joins the general education second-grade class for art, music, and recess, and is beginning to attend science lessons with his non-disabled peers, with a special education aide present to support his transition.

  This example shows mainstreaming as a process of increasing inclusion. While Liam still requires some specialized instruction in a more restrictive setting, the school is actively working to integrate him into the general education environment for parts of his day, demonstrating a commitment to moving him towards the least restrictive environment as his skills and comfort level grow.