This report describes the implementation of a reverse integration and inclusion program at a school which had previously been exclusively for students with cognitive disabilities (trainable mental retardation). An extensive review of the literature provides a history of special education, mainstreaming, reverse integration, and the inclusive schools movement. The study included a survey of 30 teachers and 10 aides from the special school concerning the proposed reverse integration/inclusion effort. Results indicated that most faculty and staff had a negative opinion of the school climate following program implementation, would prefer to work with only special education students, and felt that the regular school population is noisy, rude, and disruptive and provides poor role models. Respondents felt that inclusion/integration was initiated to keep the school open without regard to teacher/staff opinion, student needs, or space considerations. However, 85 percent of respondents did feel that inclusion/integration could be successful. The Phelps School Climate Survey Questionnaire and this study's specific responses are attached. (Contains 16 references.) (DB)