Running head: SOCIAL EFFECTS OF MAINSTREAMING 1

Social Effects of Mainstreaming Children with Disabilities

Allison Gerlach

Raritan Valley Community College

Author’s Note

Allison Gerlach is a student at Raritan Valley Community College completing the

requirement for course PSYC 216-01, Child Psychology, taught by Professor Kathleen Manz.
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Social Effects of Mainstreaming Children with Disabilities

School communities are becoming more and more diverse as time goes by. Teachers are

being given more responsibilities with increased class sizes, budget cuts and are being evaluated

by standardized tests rather than the previous student evaluations. With this ever-changing climate,

the student population is also transforming. As a recent, students with disabilities are being

included into the general education settings and becoming part of the school culture. Teachers are

having to adapt their curriculum to accommodate a wide array of learners to help all of their

students succeed. While mainstreaming, or inclusion of disabled children with their non-disabled

peers, is controversial for the students’ academic wellbeing, there is no denying that it is beneficial

for social development. Teachers are coming to expand their classroom communities, facilitating

growth of healthy social skills for children who have difficulties, and teaching all children lessons

in compassion, support, and open-mindedness.

As per the Individuals with Disabilities Education Act, students are required to be placed

in a general education classroom. This is to provide them with all the opportunities of a “normal”

child so long as it is appropriate for their personal educational need (Scrugg & Mastropieri, 1996;

Yell, 2010). Typically, when planning an Individualized Education Program (IEP) there is a strong

emphasis on the educational objectives for the disabled student to accomplish in a school year,

even though they need to master social skills too (Meadan & Monda-Amaya, 2008; Pinar &

Sucuoglu, 2013). In fact, students with learning disabilities, emotional or behavioral disorders are

the ones who have the most social difficulties. They often are at the bottom of the social hierarchy,

feel isolated and lonely, have trouble forming friendships or starting conversations, and picking

up on emotional and social cues. Without facilitation by teachers, children will not improve their

level of social competence (Meadan & Monda-Amaya, 2008).

SOCIAL EFFECTS OF MAINSTREAMING 3

Teachers play a huge role in the academic achievements of their students but people seldom

realize that they teach their students social skills as well. While it may not be explicit, teacher will

embed social lessons into their everyday discussion with the class (Meadan & Monda-Amaya,

2008). They are experts on the normal development of the children of their class and how they

match up with the averages of their age group. They realize who is struggling and who is the most

popular student in the class. By providing teachers with training in teaching social skills, there is

a much higher benefit to the all students. When teacher feel that they are equipped to implement

these lessons they are much more effective (Pinar & Sucuoglu, 2013). Teachers often feel

overwhelmed by the pressure that adding children with disabilities to their general education

classroom because they do not feel that they can handle the responsibility. By providing them with

the resources they need, they are able to teach their students with confidence and that provides

positive results for everyone (Scruggs & Mastropieri, 1996).

By having students integrated together, they gain an awareness of the culture of people

who are different than they are, and in turn become more tolerant to diversity. Exposing the

nondisabled children to people who have special needs is very important in removing the stigma

that surrounds disabilities and promoting awareness for them (Meadan & Monda-Amaya, 2008;

Scruggs & Mastropieri, 1996). When children are around students who may have differences from

them they are initially wary of approaching them but they are curious about them. Once they learn

more about them, they are more prone to accept them socially because they realize that they are

not that different after all. By learning about what makes them different, they are able to

understand. It promotes empathy as well, because the students get to see what someone else that

has a disability has to go through to function or do things that they do automatically (Krebs, 2000).
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Students in inclusive classrooms tend to learn important lessons of self-management,

flexibility, and responsibility. They learn that they need to be responsible for their personal

behavior and work because it is impossible for a teacher to work one on one with all the students

(Meadan & Monda-Amaya, 2008). A great idea that many teachers use in inclusive classrooms is

giving each student a job (Krebs, 2000; Meadan & Monda-Amaya, 2008). This gives the students

a sense of responsibility and pride in their classroom, all while helping the teacher to get more

things done. Students with disabilities often love having the opportunity to have a job just like

everyone else. It gives them a sense of independence from the supports that they may need while

learning and it promotes their sense of belongingness in the class (Meadan & Monda-Amaya,

2008).

An important effect that inclusion has on the social competence of children is an increase

in their ability to collaborate. Often times in an inclusive classroom, there are general educators,

special educators, specialists, and counselors who all work together to make sure the class runs

smoothly. By modeling this teamwork, students begin to be able to collaborate with their peers as

well. Teachers will often times use group activities, peer tutoring, or pairs to promote social skills

(Meadan & Monda-Amaya, 2008). In some cases where more explicit direction of social

involvement is needed, teachers will ask for volunteers to buddy with a student who is needs help

(Krebs, 2000). Buddy pairs are a great method in teaching collaboration. It promotes friendship

building as well as creating a classroom community. When all students are familiar with each

other, they feel safer to be themselves (Meadan & Monda-Amaya, 2008).

Students with disabilities are the ones who benefit the most socially from being included

in a general education classroom. Placing them in the least restrictive environment with the rest of

their peers does wonders for development. They finally have an opportunity to socialize with other
SOCIAL EFFECTS OF MAINSTREAMING 5

kids their age. Even if the student may have difficulties, just being in the same class is good for

their confidence. When they see themselves as the same as their peers, they try harder to succeed

academically as well as socially. By modeling social skills for them, students with disabilities

begin to consider their peers as friend and as important supports for them. Being able to have these

students integrated into the classroom culture makes them feel like a “normal” kid and that is so

important (Meadan & Monda-Amaya, 2008).

Not only does mainstreaming promote social growth, it also helps students with disabilities

to manage their personal behaviors by seeing their peers model the proper behavior. Many students

with emotional or behavioral disorders do not know how to control their emotions or impulses

which can cause them to have trouble socially. When they have a chance to witness appropriate

communication, problem-solving, and conflict-resolution skills, they begin to understand how to

monitor themselves. With the reinforcement from their peers and teachers, students who

previously struggled, begin to understand what the proper behavior looks like. In turn, when

students who had behavior or emotional problem begin to relate more healthily to their peers. This

helps them to be accepted positively socially which improves their behavior even further (Meadan

& Monda-Amaya, 2008).

Even though inclusion may not be the easiest way to educate, it is the best for the social

growth of all students. When teachers are able to create a nurturing community in their classroom,

they facilitate the environment that students need to grow in. Children with disabilities improve

their social skills as well as improve on their personal behavior. Children without disabilities learn

lessons in empathy, self-management, collaboration, and tolerance. While there may be debate

over the educational challenges that inclusion poses, there is nothing but positivity for social skill

development.
SOCIAL EFFECTS OF MAINSTREAMING 6

References

Krebs, C. S. (2000, Winter). Beyond Blindfolds: Creating an Inclusive Classroom Through

Collaboration. Education of the Visually Handicapped, 31(4), pp. 180-186.

Meadan, H., & Monda-Amaya, L. (2008, January). Collaboration to Promote Social Competence

for Students With Mild Disabilities in the General Classroom: A Structure for Providing

Social Support. Intervention in School and Clinic, 43(3), 158-167.

Pinar, E. S., & Sucuoglu, B. (2013, Fall). The Outcomes of a Social Skills Teaching Program for

Inclusive Classroom Teachers. Kuram ve Uygulamada Egitim Bilimleri, 13(4), 2247-

2261.

Scruggs, T. E., & Mastropieri, M. A. (1996, Fall). Teacher Perceptions of

Mainstreaming/Inclusion, 1958-1995: A Research Synthesis. Exceptional Children,

63(1), 59-74.

Yell, M. (2010, July 20). Least Restrictive Environment, Mainstreaming, and Inclusion.

Retrieved December 7, 2017, from Education.com:

http://www.education.com/reference/article/mainstreaming-inclusion/