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.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.