To integrate or segregate the cognitively impaired and cognitively intact in nursing homes: Lessons to be learned from educational mainstreaming

Abstract

This paper explores the parallels between the mainstreaming of disabled and non-disabled students in schools and the integration of cognitively impaired and cognitively intact residents in nursing homes. The research on educational mainstreaming at a more mature stage of development, can serve as a foundation for gerontologists by suggesting that:

• The physical location of service is non-specific and relatively meaningless as an independent variable;

• Integration may benefit some impaired individuals while proving detrimental to others;

• Moral and political arguments often drive the discussion; and

• The well-being of non-impaired individuals is often overlooked.