When is the Mainstream NOT the Best Option?

I will always stand by the fact that students have the right to be educated with their non-disabled peers to the maximum extent possible, however, I also recognize that fully including children in their mainstream environment may not always be the most appropriate programming option.   This is especially the case in international situations when school services may be limited in resources, experience and quality staff.

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Students learn best when they are in their Least Restrictive Environment, or LRE.  This term comes from the US law that requires its schools to provide a free appropriate public education (FAPE) in the least restrictive environment that is appropriate to the individual student's needs.  Although a student’s LRE will vary depending on their needs, in general, it is the environment where the child can spend most amount time with non disabled peers while making appropriate progress towards their learning goals.  For some children, learning full time with their non disabled peers may actually be more restrictive to their learning and progress than if they were educated in a more self contained or “resource” environment.   For others, a combination of mainstream and other options may be an appropriate way to define their Least Restrictive Environment.

So, the question isn’t if the mainstream is the best option for your child, but rather where is your child’s Least Restrictive Environment?  It could be that it is the mainstream math class but in a resource room for literacy.  Or it could be that your child can be successful and benefit from a paraprofessional/shadow support specialist in the class instead of a pull out option…or a bit of both! If your child is having social issues, perhaps his LRE is the mainstream classroom so “teachable moments” can be utilized while a weekly private counseling session is integrated to review social “mishaps.”  And don't get me started on the value of online learning for students in brick and mortar schools.  Creative programming options are limitless and schools should be planning for children with his or her needs as the catalyst to any decision making.

Too many times, especially in the international systems, we see children with an “all or nothing” option.  They are either fully mainstreamed or in a special needs school.  We need to start recognizing that those are not options.  Schools must be willing to program for those who fall in between the "all or nothing" model.  A continuum of services and opportunities should be a part of EVERY mainstream school as much as a school cafeteria or playground is. To accept anything less is a grave disservice to EVERY child who attends.

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What if a child’s LRE is a full time, special needs placement for some of the school day, but he happens to be one of the most gifted artists in the city?  Could he be a model student to non-disabled children in a mainstream art class?  Should he be given the opportunity, with appropriate supports, to be in such a class?  Sure…and the students may benefit from what he can bring to the group.  But will he be given that opportunity in our mainstream, international systems today?  Most likely not.

 The bottom line is this:  We need to develop programs for each child instead of fitting children into pre-determined programs.  By deciding, as a team, what the child NEEDS, only then should we determine how and if those needs can be met in a mainstream environment.