The first one would be that the special child will be able to receive a free appropriate public education under the order of FAPE, and this should be in the least restrictive environment (LRE).

What does LRE mean?

It means that the child needs to be placed in an environment that will not restrict their growth.

For example, a case was reviewed with regards to this issue. The case between Florence County versus Carter regarding a mainstreaming policy, it was in the year of 1991 where in the U.S Court of Appeals has stated what mainstreaming means in the case that tackled special student Shannon Carter.

The mainstreaming policy was to be followed as long as it is consistent with the primary goal of the act, this means that disabled students must be provided with appropriate education according to their needs. The act prevented the need to segregate handicapped students from the general student body in the hopes of giving them effective and fair education.

Another case was tackled regarding the matter, this was the Hartmann versus Loudon County, it focused on the Education benefit versus the mainstreaming preference.

In here the U.S Court of Appeals for the fourth circuit, overturned a decision, the court has found out the mainstreaming or inclusion is just secondary to the need of a free appropriate education for children.

The mainstreaming wanted to provide recognition for the value of mixing children with non-handicapped students.

Using the cases and the formulated solutions, the IDEA when it pertains to the mainstreaming provision will under its term, allow children with disabilities to be educated with children who are not handicapped but it will have its own limitations.

There are some instances wherein mainstreaming will not be possible due to various circumstances. Special students in some cases would require supplementary aids and other services in order to be able to learn satisfactorily.
Certain instances can occur where the mainstreaming idea can do more harm than good for the child. There are also times where the needs of the non-disabled students have to be considered especially when children with special needs disrupt the regular flow of classes.

In this case, children who are found eligible for special education at the age of 3 shall be placed in hybrid preschool programs, using half-day pre-school class that is also composed of fellow children with disability and half children without disability.