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

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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