DESCRIPTORS

Fourteen sites attempting to integrate 245 severely handicapped students (aged 3-22) with non-handicapped children were examined. Trained observers recorded social interaction between handicapped and non-handicapped Students, incorporating macroscopic and microscopic views_. Adaptive behavior.of each S was also measured, as was teacher and school suppott for integration. Additional data were gathered from Individualized Education Programs (IEPs), measures of non-handicapped students ' attitudes, state level information requested by the U.S. Department of Education, analysis of state certification practices, and responses to a previously conducted survey of state support for the severely handicapped. Results.indicated that integration defined im terms of social behavior occurred in each of the sites, with the degree of integration statistically related to information about six factors:,antecedent factort of the state and local education agency, people present in the environment when integrated, organization of the environment