Misguided Mainstreaming: The Case for Social Skills Training with Handicapped Children

Abstract

This paper asserts that mainstreaming is based in part upon three faulty assumptions: (a) placement of handicapped children in regular classrooms will result in increased social interaction between handicapped and nonhandicapped children; (b) placement of handicapped children in regular classrooms will result in increased social acceptance of handicapped children by their nonhandicapped peers; and (c) mainstreamed handicapped children will model the behavior of their nonhandicapped peers because of increased exposure to them. A large body of research is reviewed which refutes these three assumptions. An alternative approach is suggested whereby handicapped children would be taught the requisite social skills for effective social interaction and peer acceptance. Social skills curricula for use by both special and regular education teachers are suggested for accomplishing this end.