This report describes a province-wide study in Alberta (Canada) to explore the integration of students with special needs. In Phase 1 (1991-92) of the study, a telephone survey of all superintendents was conducted to provide an overview of integration practices. In Phase 2 (1992), a mail survey of superintendents and their special education designates examined the nature and extent of integration practices in further depth. Phase 3 involved development of six case studies of schools through on-site observation; document review; and staff, parent, and student interviews. The project produced a list of critical integration factors divided into 4 jurisdictional and 15 school-based factors. Jurisdictional factors include adequate physical resources, adequate human resources, adequate training for regular classroom teachers, and a written policy on integration. School-based factors include, among others, principal support/involvement, parent involvement, written policy/mission statement, formal communications systems, reduced class size where special needs students are present, planning time for integration, and preparation of regular and special needs students for integration. Individual chapters of the report provide background information, report the findings of Phases 1 and 2, present the case studies of Phase 3, and offer a cross-case analysis. A final chapter presents conclusions (noting the frequency of occurrence of each of the critical integration factors) and recommendations. The survey instruments and interview formats are appended. (Contains 27 references.) (DB)