The result of trips by American special educators to Italy in 1984 and 1986, this paper reviews laws, public policy, and events in Italy's recent history leading to widespread desegregation of the disabled special schools and other institutions. The review of legislation focuses on National Law 517 (1977) with such specified strategies for pupil integration as the following: maximum size of integrated classes is 20 students; extracurricular activities must include all students; classes tracked by ability are abolished; traditional grading is abolished and replaced by overall assessments. Integration of the disabled is seen to be an ethical issue with segregation effectively intensifying the disability. Supportive elements in the Italian integration movement have included interdisciplinary support teams to help the teacher; a sense of shared responsibility by parents, teachers, and the community at large; a commitment to educating the public; and the influence of strong charismatic leaders. Integration in the work place has had strong union support with an emphasis on on-the-job work experience and training rather than prevocational or vocational training. Comparison with the United States indicates Italy is placing more emphasis on a political commitment to integration and less emphasis on development of academic and other skills. (DB)