This paper addresses the issues of molar versus molecular assessment of integration of people with disabilities, definitions of integration, and assessment in measuring integration. Measures for four integration components are presented: (1) physical integration, (2) social integration, (3) relationships, and (4) social networks. (Author/DB)

This study with 39 secondary students with severe disabilities integrated into regular programs in either home schools or cluster programs found that the proportion of students residing outside the normal school boundaries and the percent of students classified as Severely Multiply Handicapped were both negatively associated with both in-school…

The article identifies two data collection procedures (participant observation and interviewing) employed in qualitative research and discusses how these procedures can be used to investigate emerging issues in supported education for students with severe disabilities. (DB)

This review of research on the social integration of children with disabilities in mainstreaming programs addresses the problems of generalizing findings to other groups of children, use of simplistic measuring techniques, limited evidence supporting the use of multivariate statistical procedures, and interpretation of treatment effects.…

Evidence supporting the use of a revision of the Opinions Relative to Mainstreaming scale, called Opinions Relative to Integration of Students with Disabilities, is presented. Scale testing with 376 professionals revealed satisfactory item characteristics, adequate reliability and homogeneity, and initial support for construct validity. The scale…

Instructional group settings within the mainstream class were compared for 45 learning disabled and 45 non-learning disabled students in an effort to document differential instructional settings used for mainstream children. No group difference was demonstrated for lecture/presentation or seatwork settings. (HOD/Author)

This article reports results of a survey of general educators, special educators, and classmates involved in the integration of middle school students with severe disabilities into eight general education classes in two communities. Integration was perceived positively by all of the educators and by most of the students. (DB)

This analysis of national program record data since 1977 found that, overall, increases have occurred in placements of students with disabilities within general public schools and within general education classes. Integration patterns, however, have varied substantially across disabilities, with students having sensory impairments showing the most…

Third to sixth graders (n=508) completed the Children's Disturbingness Scale. Findings indicated significant multivariate differences for gender and age, with girls and younger students more disturbed by virtually all categories of behaviors. Implications for inclusion are discussed. (Author/DB)

This observational study of three preschool children with profound disabilities in an integrated setting revealed frequent opportunities for peer social interactions and indicated that subjects engage in interactions of comparable length to those of nondisabled peers. The importance of helping young nondisabled children understand and respond to…

Three seven-year-old males with autism included in social skills groups with nonhandicapped peers were successfully trained in such social skills as initiating, responding, keeping interactions going, greeting, conversing, giving and accepting compliments, taking turns and sharing, asking for help and helping others, and including others in…

Observations of interactions in a day care center serving deaf and hearing children focused on eight children (either deaf or hearing and with either deaf or hearing parents). Although deaf and hearing children interacted with those of other hearing status, there was a stronger tendency to initiate communication with same hearing status peers.…

This study explored psychosocial diversity of two groups of gifted adolescents: those who feel different from their nongifted peers (n=379), and those who do not (n=94). Comparisons between groups on demographic variables, perceptions of self and other students, and school behavior showed the latter group manifesting greater desire for social…

This study compared regular education teacher evaluations of the social competence of elementary children with learning disabilities (n=68) receiving services in either traditional "pull out" models or in "integrated" programs. It found that service delivery model alone without any specific planned social-behavioral interventions did not have a…

Preschool children (n=128) at risk for development of a developmental disability were assessed using the Scales of Independent Behavior and the revised Vineland Adaptive Behavior Scales-Survey Form. The summary scores of both tests were found to correlate moderately with IQ and with the extent of integration children achieved in their subsequent…