This paper examines numerous variables that influence the integration of severely handicapped students into less restrictive school environments. Specifically the paper presents research and practice findings related to (a) opportunities for interaction; (b) the social behavior of handicapped and nonhandicapped individuals; (c) activities typically used in transition efforts; and (d) student, teacher and administrator roles.
Get full access to this article
View all access options for this article.
References
1.
AielloB. (1979). Kids on the block teaching kit. Washington, D.C.: Kids on the Block, Inc.
2.
AndersonD. D. (in press). Service delivery: Planning comprehensive services. In BradyM. P. & GunterP. (Eds.), Integrating moderately and severely handicapped learners: Strategies that work. Springfield, IL: Charles C Thomas.
3.
BambaraL. M., Spiegel-McGillP., ShoresR. E., & FoxJ. J. (1984). A comparison of reactive and nonreactive toys on severely handicapped children's manipulative play. Journal of the Association for Persons with Severe Handicaps, 9(2), 142–150.
BiklenD., & SokoloffM. (1978). What do you do when your wheelchair gets a flat tire?New York: Scholastic Magazine.
6.
BlattB., BogdanE., BiklenD., & TaylorS. (1977). From institution to community: A conversion model. In SontagE., SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped (pp. 40–52). Reston, VA: Council for Exceptional Children.
7.
BradyM. P. (1983). Rural special education teacher training: Issues in the Pacific Basin Territories. Teacher Education and Special Education, 6(1), 71–76.
8.
BradyM. P. (1984). A curriculum and instruction synthesis model for teachers of the severely handicapped. The Exceptional Child, 31(1), 19–32.
9.
BradyM. P., & DennisH. F. (1984). Integrating severely handicapped learners: Potential teacher liability in community based programs. Remedial and Special Education, 5(5), 29–36.
10.
BradyM. P., & GunterP. (Eds.). (in press-a). Integrating moderately and severely handicapped learners: Strategies that work. Springfield, IL: Charles C. Thomas.
11.
BradyM. P., & GunterP. (in press-b). IEP managers: A model for special education inservice training in rural school systems. The Rural Educator.
12.
BrownL., Branston-McCleanM. B., BaumgartD., VincentL., FalveyM., & SchroederJ. (1979). Using the characteristics of current and subsequent least restrictive environments as factors in the development of curricular content for severely handicapped students. AAESPH Review, 4, 407–424.
13.
BrownL., FordA., NisbetJ., SweetM., DonnellanA., & GruenewaldL. (1983). Opportunities available where severely handicapped students attend chronological age appropriate regular schools. Journal of the Association for the Severely Handicapped, 8(1), 16–24.
14.
DicksonB., ShawS. F., & BenskyJ. M. (1980). Administrator's role in fostering the mental health of special services personnel. Exceptional Children, 47, 30–36.
15.
FoxJ. J., GunterP., BradyM. P., BambaraL., Spiegel-McGillP., & ShoresR. E. (1984). Using multiple peer exemplars to develop generalized social responding of an autistic girl. In RutherfordR. & NelsonC. M. (Eds.), Monograph on severe behavioral disorders of children and youth (Vol. 7, pp. 17–26). Reston, VA: Council for Exceptional Children.
16.
FoxJ. J., ShoresR. E., McGillP., BambaraL., BradyM. P., & GunterP. (1983). Generalization and maintenance in social interaction research with mentally retarded children. Paper presented at the Gatlinburg Conference on Research in Mental Retardation and Developmental Disabilities, Gatlinburg, TN.
17.
Gaylord-RossR., & Pitts-ConwayV. (1982). Social behavior development in integrated secondary autistic programs. In Gaylord-RossR., HaringT., BreenC., & Pitts-ConwayV. (Eds.), The social integration of autistic and severely handicapped students (pp. 1–32). San Francisco: San Francisco State University.
18.
GunterP., & BradyM. P. (in press). Increasing the practitioner's utilization of research: A dilemma in regular and special education. Education.
19.
GunterP., BradyM. P., FoxJ. J., & ShoresR. E. (1984). Response covariation in children's social development. Manuscript submitted for publication.
20.
Hamre-NietupskiS., & NietupskiJ. (1981). Integral involvement of severely handicapped students within regular public schools. Journal for the Association of the Severely Handicapped, 6(2), 30–39.
21.
HartV. (1977). The use of many disciplines with the severely and profoundly handicapped. In SontagE., SmithJ., & CertoN. (Eds.), Educational programming for the severely and profoundly handicapped (pp. 391–396). Reston, VA: Council for Exceptional Children.
22.
HecimovicA., FoxJ. J., ShoresR. E., & StrainP. S. (in press). The effects of integrated and segregated settings on the generalization of newly-acquired social behaviors of socially withdrawn preschoolers. Behavioral Assessment.
23.
HendricksonJ. M., TremblayA., StrainP. S., & ShoresR. E. (1981). Relationship between toy and material use and the occurrence of social interactive behaviors by normally developing preschool children. Psychology in the Schools, 18, 500–504.
24.
JohnsonR., & JohnsonD. (1982). The social structure of school classrooms. In ReynoldsM. C. (Ed.), The future of mainstreaming: Next steps in teacher education. (pp. 26–31). Minneapolis, MN: National Support Systems Project, University of Minnesota.
25.
McHaleS., & SimeonssonR. J. (1980). Effects of interaction on nonhandicapped children's attitudes toward autistic children. American Journal of Mental Deficiency, 85, 18–24.
26.
NevinA., Paolucci-WhitcombP., DuncanD., & ThibodeauL. A. (1982). The consulting teacher as a clinical researcher. Teacher Education and Special Education, 5(4), 19–29.
27.
NewmanR. K., & SimpsonR. L. (1983). Modifying the least restrictive environment to facilitate the integration of severely emotionally disturbed children and youth. Behavioral Disorders, 8(2), 103–112.
28.
NietupskiJ., Hamre-NietupskiS., StainbackS., & StainbackW. (1983). Preparing school systems for longitudinal integration efforts. In CertoN., HaringN., & YorkR. (Eds.), Public school integration of severely handicapped students: Rational issues and progressive alternatives (pp. 107–141). Baltimore: Paul H. Brookes.
29.
ReynoldsM., & BirchJ. (1982). Teaching exceptional children in all America's schools. Reston, VA: Council for Exceptional Children.
30.
RussoD. C., CataldoM. F., & CushingP. J. (1981). Compliance training and behavior covariation in the treatment of multiple behavior problems. Journal of Applied Behavior Analysis, 14, 209–222.
31.
RyndersJ. E., JohnsonR. T., JohnsonD. W., & SchmidtB. (1980). Producing positive interaction among Down Syndrome and nonhandicapped teenagers through cooperative goal structuring. American Journal of Mental Deficiency, 85, 268–273.
ShoresR. E., HesterP., & StrainP. S. (1976). Effects of amount and type of teacher-child interaction on child-child interactions during free play. Psychology in the Schools, 13, 171–175.
34.
StainbackS., & StainbackW. (in press). Examining and fostering integrated school experiences. In BradyM. P. & GunterP. (Eds.), Integrating moderately and severely handicapped learners: Strategies that work. Springfield, IL: Charles C. Thomas.
35.
StainbackW., & StainbackS. (1981). A review of research on interactions between severely handicapped and nonhandicapped students. Journal of the Association for the Severely Handicapped, 6(3), 23–29.
36.
StainbackW., & StainbackS. (1982). Preparing regular class teachers for the integration of severely retarded students. Education and Training of the Mentally Retarded, 17, 273–277.
37.
StainbackW., StainbackS., & JabenT. (1981). Providing opportunities for interaction between severely handicapped and nonhandicapped students. Teaching Exceptional Children, 13, 72–75.
38.
StrainP. S. (1982). Peer-mediated treatment of exceptional children's social withdrawal. In StrainP. S. (Ed.), Social development of exceptional children (pp. 93–105). Rockville, MD: Aspen.
39.
StrainP. S., CookeT. P., & ApolloniT. (1976). Teaching exceptional children: Assessing and modifying social behavior. New York: Academic Press.
40.
StrainP. S., & FoxJ. J. (1981). Peers as behavior change agents for withdrawn classmates. In LaheyB. B. & KazdinA. E. (Eds.), Advances in clinical child psychology (Vol. 4, pp. 167–198). New York: Plenum.
41.
StrainP. S., & ShoresR. E. (1983). A reply to “Misguided mainstreaming.”Exceptional Children, 50(3), 271–273.
42.
TaylorS. J. (1982). From segregation to integration: Strategies for integrating severely handicapped students in normal school and community settings. Journal of the Association for the Severely Handicapped, 7(3), 42–49.
43.
TremblayA., StrainP. S., HendricksonJ. M., & ShoresR. E. (1981). Social interactions of normally developing preschool children: Using normative data for subject and target behavior selection. Behavior Modification, 5, 237–253.
44.
VoeltzL. M. (1980). Children's attitudes toward handicapped peers. American Journal of Mental Deficiency, 84, 455–464.
45.
VoeltzL. M. (1982). Effects of structured interactions with severely handicapped peers on children's attitudes. American Journal of Mental Deficiency, 86, 380–390.
46.
VoeltzL. M., & EvansI. M. (1982). Educational validity: Procedures to evaluate outcomes in programs for severely handicapped learners. Journal of the Association for the Severely Handicapped, 8(1), 3–15.
47.
VoeltzL. M., HemphillN. J., BrownS., KishiG., KleinR., FruehlingR., LevyG., CollieJ., & KubeC. (1983). The Special Friends Program: A trainer's manual for integrated school settings. Honolulu: University of Hawaii, Hawaii Integration Project, Department of Special Education.
48.
WahlerR. G., & FoxJ. J. (1982). Response structure in deviant child-parent relationships: Implications for family therapy. In BernsteinD. J. (Ed.), Response structure and organization: Nebraska Symposium on Motivation 1981 (pp. 1–46). Lincoln, NE: University of Nebraska Press.
49.
WehmanP., & MoonM. S. (in press). Designing and implementing leisure programs for severely handicapped individuals. In BradyM. P. & GunterP. (Eds.), Integrating moderately and severely handicapped individuals: Strategies that work. Springfield, IL: Charles C. Thomas.
50.
WuerchB. B., & VoeltzL. M. (1982). Longitudinal leisure skills for severely handicapped learners: The Ho'onanea Curriculum Component. Baltimore: Paul H. Brookes.
