The paper advocated for the option of mainstreaming and streamlining in the face of glaring impossibility of the developing countries to start full inclusive education directly, particularly in Nigeria and Pakistan. The theory and practice of education in Nigeria and Pakistan are mostly by the adoption or use of insights from foreign practices which have been the culture of these two developing countries; particularly those from the British and the US. This study assessed the situation regarding the options of mainstreaming and streamlining in the education of special need persons in Nigeria and Pakistan, which is considered a gradual departure from segregation before full inclusion is possible. The study further reflected on the manifestations in the United States; using historical research method and relying heavily on both primary and secondary sources of data. In the character of Nigerian and Pakistani education today, the findings revealed that segregation, separation and discrimination still featured. Practicing inclusive education in both countries is still a mirage and largely unrealistic for now, because the readiness parameters are yet to be on ground. The social interventions by governments were still not inclusive education. It was further revealed that the developed countries mostly emulated by Nigeria and Pakistan gradually started their inclusive education with mainstreaming; especially the United States. The paper concluded and suggested that government should pro-actively emulate those efforts by country like US, beginning with mainstreaming and streamlining for educational inclusiveness.
Keywords: Inclusive Education Practice, Mainstreaming, Nigeria and Pakistan, Streamlining
