Towards an Index to Evaluate the Integration of Children with Disabilities into Regular Classes

Abstract

An observational study of children with disabilities integrated into regular primary and high school classes was undertaken over a period of 2 years in order to: (i) assess the educational and social experiences of these students; and (ii) identify the characteristics of students, classrooms and schools which promote effective integration.. Academic, Social and Total Integration Indices were devised in order to provide an objective means of validating the quantitative data and furnish a data base for further longitudinal studies. Results indicated that such measures appear to be effective in discriminating between more and less effective placements and in identifying structured teaching techniques and appropriate resource support as the two characteristics most strongly associated with a successful mainstream placement.