>Mainstreaming children with disabilities does cause some problems to arise, such as >maintaining order. As a teacher, it is your responsibility to work these difficulties >out and provide that child with the education he/she deserves. If you can not do this >you should reevaluate your skills as a teacher. >
If, by "disabilities," you mean the marginal student who basically fits in the class academically but has ADD or slight dyslexia, then I would tend to say mainstream works. I don't have problems with these students. I find that they can be easily dealt with by eye contact, inclusion in the discussion and rapid questioning. (Keep up with their thinking speed.) Students working together is another useful technique since the students are all at approx. the same mental level and can learn together.
If, by "disabilities," you mean something more serious, then the rights of 35 to an education outweigh the rights of 1 to mainstreaming. We should reevaluate any blanket policies of asking normal students to deal with emotional problem students day in and day out. These students can only be mainstreamed on a case basis and then only carefully. The normal students have their own education to deal with and cannot be expected to teach, counsel, or confine another student.
Mainstreaming came about because marginal students were lumped with extreme problems and parents rightfully complained. Extreme students should not be taught with regular students. By extreme, I might also include the extremely bright who should be taught separately as well. They have a right to an education and should not be forced to sit through a year of tedious, repetitious work simply because of grade level.