Opportunities Available When Severely Handicapped Students Attend Chronological Age Appropriate Regular Schools

Abstract

Two issues confronting those concerned with providing educational services to severely handicapped students are extremely important and controversial: (a) the locations in which services are provided, and (b) the nature of those services. Issues related to the locations in which educational and related services are provided and how they affect the range, quality, and substantive nature of those services are addressed in this paper. The basic position offered is that it is in the best interests of students, their families, and the public for handicapped students to attend, in accordance with the natural proportion, special education classes in chronological age appropriate regular schools that are close to their homes. Some of the reasons given are that regular schools are inherently more accessible, they provide enhanced opportunities for maximal participation, and they are relatively cost efficient. In addition, regular schools offer more positive psychological and social working environments, allow provision of more acceptable related services, provide critically needed benefits to nonhandicapped students and other nonhandicapped persons, and afford benefits to severely handicapped students that would not otherwise accrue.