To integrate or segregate the cognitively impaired and cognitively intact in nursing homes: Lessons to be learned from educational mainstreaming
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. © 1995, Sage Publications. All rights reserved.
American Journal of Alzheimer's Disease and Other Dementias
Riter, Robert N., "To integrate or segregate the cognitively impaired and cognitively intact in nursing homes: Lessons to be learned from educational mainstreaming" (1995). Faculty Articles Indexed in Scopus. 2535.