Mainstreaming vs Inclusion In

Special Education: What’s the

difference?
August 8, 2022 by Shweta Sharma
Children with learning difficulties require special attention and effort
according to their needs. In an attempt to do the same, modifications are
made to classroom experiences. Some children might find regular
classrooms overwhelming and they may turn out to be inappropriate for
their developmental needs.

On the other hand, it is possible that some children excel academically or

socially while being placed in a general classroom because they feel that
they are a part of the learning process and are not being overlooked or
excluded. This leads to two main approaches to education plans for
children with special needs- mainstreaming and inclusion. 

Mainstreaming is when a child with learning difficulties is placed in a

general education classroom with an underlying expectation that the
student will be able to learn and efficiently apply the skills at a similar
rate as other students. 

Inclusion is also the placement of a child with special needs in a general

classroom. However, in a classroom that follows an inclusive approach,
children with disabilities are often provided with extra assistance from a
special education teacher. Also, assignments are modified according to
their aptitude. 
Let’s dive into this post for detail about both approaches.
Mainstreaming Vs Inclusion in special
education: Key differences explored
1. Mainstreaming

Mainstreaming is an educational approach that refers to placing children

with learning difficulties in a regular classroom to improve their social
and educational skills. For these students, the curriculum is the same for
all students, with or without any learning disabilities. Children in this set-
up do not receive any other special support except from the teacher.
They are expected to make adjustments and adapt according to a
regular classroom. The assignments they are provided with are the same
as those provided to other children in the same classroom. 

The main purpose of mainstreaming is that all children receive the same
education as per the curriculum across the classroom. All children in a
mainstream classroom setup will be exposed to students with special
needs which would promote tolerance towards them that is essential for
them to carry with them into their adult lives. Moreover, there will be
more room for being considered an equal amongst peers and feeling at
the same level as others.

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However, there are some shortcomings associated with mainstreaming.

Some children with special needs with extreme difficulties will need from
time to time exclusive attention or addressal of the same in the
classroom. This will not only disrupt the flow of the classroom but also
may do harm to the self-esteem of the child. 

Although students with learning disabilities will have access to the same
curricula as other students, it is possible that in some situations they are
not able to keep up with the assignments or level of the syllabi. In this
case, they might not feel good enough or less competent. 

2. Inclusion
Inclusion is an approach in special education where children with
learning disabilities are placed in a general classroom but are provided
with modified curriculum and assignments according to their needs and
level of understanding. The material is individualized and they are not
expected to perform the same as those without learning difficulties. 

The purpose of inclusion is to expose children with disabilities to

students of their age and have the opportunity to be in the same
learning environment. In a set up of an inclusion classroom, students are
provided with special support. The regular teacher is trained on how to
help children with special needs and oftentimes a special educator is also
a part of the team. 

Having said that, inclusion has some disadvantages. One is for those
teachers teaching an inclusion classroom, it will become quite
overwhelming to ensure equal learning across all students. While
handling a classroom is already a task, tackling children with special
needs might become cumbersome and overburdening for them. 

Apart from that, students with special needs may feel the pressure to
perform at the same level as those without any difficulties. They may find
themselves comparing themself with their peers. 

Mainstreaming vs Inclusion: Similarities &

Differences
Similar to mainstreaming, students in an inclusion classroom benefit
from being socially exposed and interacting with children of the same
age group and forming bonds and friendships. It enhances their social
skills. In addition to that, peers will grow to be accepting of individual
differences and uniqueness. In addition to that, they will be provided the
same education, knowledge, and skill as other children only with certain
modifications

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Mainstreaming requires the children with learning disorders to attend a

regular classroom and they are expected to show improvement in social
skills and academic performance; whereas, inclusion requires the children
with learning disorders to attend regular classrooms for their own
benefit not necessarily showing any improvement. In addition to that,
Mainstreaming requires a child to deal with and adjust to the class on his
own; inclusion classrooms have a team of specialists supporting the
child.
Mainstreaming Vs Inclusion: What does
the research say
Research on mainstreaming and inclusion in special education has given
results that favor and reject both and take us in different directions. For
some, access to different forms of provisions where individual needs
might be met is seen as preferable in a mainstream environment. Others
have rejected this view and have sought new means in the form of
inclusive education being a replacement for special needs.
There are studies that have found that children with learning disorders
placed in mainstream education have no greater success than children in
specialist provision unless specific provisions like speech and language
therapy are provided and involved in promoting success.
However, a research study conducted by Buckley, showed that there
were large significant gains in expressive language and literacy skills for
those educated in mainstream classrooms. Teenagers educated in
mainstream classrooms showed fewer behavioral difficulties.   
Another meta-analysis conducted on the effectiveness of inclusive
education among children with general learning disabilities suggested
that in addition to students with general learning disabilities showing
better performance in inclusive schools, it is noticeable that they benefit
from higher participation in society as well. This advantage is reinforced
by the fact that no detrimental effect on these students’ psychosocial
outcomes as a result of inclusive education was found. Furthermore, no
detrimental effects on cognitive and psychosocial outcomes among their
peers without general learning disabilities were found. 

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Table of comparison: Mainstreaming vs

Inclusion in special education
Feature Mainstreaming Inclusion
 Refers to the placement of a child with special Refers to the placement of a child w
Definition needs in a regular classroom without special regular classroom with special sup
support or a modified curriculum. in assignments and curriculum.

Expectation from Make adjustments, adapt to the regular classroom, Perform differently, behave as per
children and perform on the same level characteristics

Support from
No special educator involved Special educators involved along w
teacher

Curriculum and No modifications as per special needs in curriculum

Individualized assignments and cur
Assignments and assignments

Mainstreaming Vs Inclusion: Verdict 

As discussed, some research studies have found inclusion and
mainstreaming, to be a better method of learning and education for
those with learning difficulties. There have been benefits in social and
academic aspects. Children in inclusive environments have shown better
performance and even higher participation in social settings.

Mainstreaming and Inclusion do benefit the children to adapt to social

challenges better even if the difference in academic performance may
not be significant. However, in some cases, it could backfire in the
manner that children with special needs feel pressured to perform as well
as those with no learning difficulties. In addition to that, children without
special needs or learning difficulties placed in an inclusive classroom may
experience some bias such as those with special needs getting away with
assignments. 

Having said this, mainstreaming and inclusion can work efficiently if

there are specific provisions involved and provided to children with
disabilities. For example, for someone with a speech deficit, a weekly
extra session of speech and language therapy can be provided. These
modifications can further the growth of children and get them at par
with their other classmates without special needs. Be it mainstreaming,
or inclusion, interventions targeting the specific problems and needs of
children must be catered to in some manner. 

Conclusion
Mainstreaming and inclusive education are two approaches proposed to
make education more accessible and equal for children with special
needs. The key difference between the two is that in inclusive, there is
special support and individual modification for children with learning
difficulties. Both inclusion and mainstreaming have their benefits and
shortcomings. Research has opened both perspectives- there being To
get the best of both methods, educators must aim to provide the
children with disabilities, and without, an environment of equality in
academic and social aspects. Children with disabilities can learn
efficiently in general classrooms if their shortcomings and difficulties are
paid attention to. There must be plans for interventions intended to
make all children learn and grow in a similar manner