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American Journal of Alzheimer's Disease and Other Dementias®, Vol. 10, No. 5, 12-16 (1995)
DOI: 10.1177/153331759501000503
© 1995 SAGE Publications

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

Robert N. Riter, MHSA

Department of Health Services Administration, Ithaca College, Ithaca, New York

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.


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