This monograph examines philosophies, policies, and practices of member nations of the Organisation for Economic Cooperation and Development concerning the educational integration of children with disabilities. Information is based on a 1988 questionnaire sent to experts to collect data on relevant legislation and statutory instruments as well as statistical information on school services. Supplementary information included analysis of data collected on field trips, more recent surveys, reports and explanatory brochures, and books and articles on integration. Information focuses on the following countries: Australia, France, Ireland, Italy, Japan, New Zealand, Portugal, Spain, and the United States. The narrative provides a comparative analysis on the following topics: (1) ways of defining people with disabilities, (2) changes in attitudes toward people with disabilities, (3) placement decisions, (4) differences in the application of integration, (5) training teachers and support staff, (6) the disabled who are integrated, (7) integration in different phases or levels of education, and (8) the future of integration. Annexes include U.S. legal definitions for various disabilities; tables which present numerical comparative data; and a listing of legislation, regulations, and official reports by country. (Contains 40 references.) (DB)