Mainstreaming from a Cognitive Perspective

After more than a decade of widespread advocacy in favor of mainstreaming, professionals are still at odds as to whether or not mainstreaming works (Gottlieb, 1981). The prevalent conceptualization of education in the mainstreaming literature emphasizes criterion forms of behavior and information. The purpose of this paper is to argue that the criterion form-referenced (CFR) concept contradicts the philosophy and definition of mainstreaming, whereas a cognitive conceptualization constitutes a more appropriate framework for designing and assessing mainstreaming. Thus, the discussion focuses upon learning from a cognitive perspective which emphasizes self-regulation (Gallagher & Reid, 1981; Piaget, 1977). Derivation of behavioral criteria, functional grouping, and normalization are identified as especially problematic aspects of the CFR approach. Finally, we examine the implications for mainstreaming of the cognitive and CFR approaches in light of a specific classroom interaction.