There is strong philosophical, legal, and empirical support for integrated educational programs for students with severe disabilities. In spite of this support, significant numbers of students with severe handicaps continue to be educated in segregated special schools. This article briefly reviews the support for integration and presents a framework for planned educational change, based on the extant racial desegregation literature. This report includes a discussion of the logistical issues facing school administrators and an analysis of effective leadership roles in the change process.
Armstrong v. Kline, 476 F. Supp. 583 (E. D. Pa. 1979), Aff's CA 78–0172 (3rd Cir. July 15, 1980).
2.
BiklenD.BogdanR.FergusonD. L.SearlS. J.Jr.TaylorS. J. (1985). Achieving the complete school: Strategies for effective mainstreaming. New York: Teachers College Press.
3.
BogdanR.BiklenD. (1985). The principal's role in mainstreaming. In BiklenD.BogdanR.FergusonD. L.SearlS. J.Jr.TaylorS. J., Achieving the complete school: Strategies for effective mainstreaming (pp. 30–51). New York: Teachers College Press.
4.
BrinkerR. P.ThorpeM. E. (1984). Evaluation of severely handicapped students in regular education and community settings. Princeton, NJ: Educational Testing Service.
5.
Brown v. Board of Education, 347 U.S. 483 (1954).
6.
BrownL.WilcoxB.SontagE.VincentB.DoddN.GruenewaldL. (1979). Towards the realization of the least restrictive environment for severely handicapped students. The Journal of The Association for the Severely Handicapped, 2(4), 195–201.
7.
BruininksR. H.LakinK. C. (Eds.). (1985). Living and learning in the least restrictive environment. Baltimore: Paul H. Brookes.
8.
CampbellP. H. (1987). The integrated programming team: An approach for coordinating professionals of various disciplines in programs for students with severe handicaps. The Journal of The Association for Persons with Severe Handicaps, 12 (2), 107–116.
9.
Campbell v. Talladega County Board of Education, U.S. Dist. Ct., March 31, 1981.
10.
CheslerM. A.BryantB. I.CrowfootJ. E. (1981). Making desegregation work: A professional's guide to effecting change. Beverly Hills: Sage.
11.
Chin-PerezG.HartmanD.ParkH. S.SacksS.WershingA.Gaylord-RossR. (1986). Maximizing social contacts for secondary students with severe handicaps. Journal of The Association for Persons with Severe Handicaps, 11(2), 118–124.
12.
DaftR. L. (1983). Organizational theory and design. San Francisco: West.
13.
DavisW. E. (1980). Public school principals' attitudes toward mainstreaming retarded pupils. Education and Training of the Mentally Retarded, 15(3), 174–178.
14.
DavisW. E. (1986, April). What principals really feel about special education: Results and implications of a comprehensive study. Paper presented at the 64th Annual Council for Exceptional Children Convention, New Orleans, LA.
15.
FinkW. (1979). Evaluation of the rural model program for severely handicapped students. Salem, OR: Programs for Mental Retardation and Developmental Disabilities.
16.
FoxW.ThousandJ.WilliamsW.FoxT.TowneP.ReidR.Conn-PowersC.CalcagniL. (1986). Best educational practices ‘86: Educating learners with severe handicaps. (Monograph Services 6 [1])Burlington: College of Education and Social Services, University of Vermont.
17.
GallowayC.ChandlerP. (1978). The marriage of special and generic early education services. In GuralnickM. J. (Ed.), Early intervention and the integration of handicapped and nonhandicapped children (pp. 261–287). Baltimore: University Park Press.
18.
GuralnickM. J. (1978). Integrated preschools as educational and therapeutic environments: Concepts, designs, and analysis. In GuralnickM. J. (Ed.), Early intervention and the integration of handicapped and nonhandicapped children (pp. 115–145). Baltimore: University Park Press.
19.
HaringT. G.BreenC.Pitts-ConwayV.LeeM.Gaylord-RossR. (1987). Adolescent peer tutoring and special friend experiences. Journal of The Association for Persons with Severe Handicaps, 13(4), 280–286.
20.
HarrisB. M. (1975). Supervisory behavior in education. Englewood Cliffs, NJ: Prentice-Hall.
21.
HuntP.AlwellM.GoetzL. (1988). Acquisition of conversation skills and the reduction of inappropriate social interaction behaviors. Journal of The Association for Persons with Severe Handicaps, 13(1), 20–27.
22.
JamiesonJ. D. (1984). Attitudes of educators toward the handicapped. In JonesR. L. (Ed.), Attitudes and attitude change in special education: Theory and practice (pp. 206–222). Reston, VA: The Council for Exceptional Children.
23.
JenkinsJ. R.SpeltzM. L.OdomS. L. (1985). Integrating normal and handicapped preschoolers: Effects on child development and social interaction. Exceptional Children, 52, 7–17.
24.
LietzJ. J.TowleM. (1982). The elementary principal's role in special education. Springfield, IL: Charles C Thomas.
25.
Mattie T. v. Holladay. C. A. No. 75–31-5 (N. D. Pa. 1977).
26.
McDonnellJ. (1987). The integration of students with severe handicaps into regular public schools: An analysis of parents' perceptions of potential outcomes. Education and Training of the Mentally Retarded, 22(2), 98–111.
27.
NoblitG. W.JohnstonB. (1982). Understanding school administration in the desegregation context: An introductory essay. In NoblitG. W.JohnstonB. (Eds.), The school principal and school desegregation (pp. 3–39). Springfield, IL: Charles C Thomas.
28.
PiumaC. (1985). A case study: Cost analysis study of selected integrated and segregated classrooms serving severely disabled students in San Mateo County. San Francisco: San Francisco State University, California Research Institute.
29.
PumpianI.BaumgartD.ShiragaB.FordA.NisbetJ.LoomisR.BrownL. (1980). Vocational training programs for severely handicapped students in the Madison Metropolitan School District. In BrownL.FalveyM.PumpianI.BaumgartD.NisbetJ.FordA.SchroederJ.LoomisR. (Eds.), Curricular strategies for teaching severely handicapped students functional skills in school and nonschool environments. Madison: University of Wisconsin-Madison and Madison Metropolitan School District.
30.
RainforthB.YorkJ. (1987). Integrating related services in community instruction. Journal of The Association for Persons with Severe Handicaps, 12(3), 190–198.
31.
Roncker v. Walters, 700 F. 2d 1058 (6th Cir. 1983).
32.
RostetterD.KowalskiR.HunterD. (1984). Implementing the integration principle of P.L. 94–142. In CertoN.HaringN.YorkR. (Eds.), Public school integration of severely handicapped students: Rational issues and progressive alternatives (pp. 293–320). Baltimore: Paul H. Brookes.
33.
SchutzR. P.WilliamsW.IversonG. S.DuncanD. (1984). Social integration of severely handicapped students. In CertoN.HaringN.YorkR. (Eds.), Public school integration of severely handicapped students: Rational issues and progressive alternatives (pp. 15–42). Baltimore: Paul H. Brookes.
34.
SerowR. C. (1983). Schooling for social diversity: An analysis of policy and practice. New York: Teachers College Press.
35.
SmithA.DownsA.LachmanM. L. (1973). Achieving effective desegregation. Lexington, MA: Lexington Books.
36.
StainbackS.StainbackW. (1981). A review of research on interactions between severely handicapped and nonhandicapped students. The Journal of The Association for the Severely Handicapped, 6, 23–29.
37.
StainbackS.StainbackW. (1985). Integration of students with severe handicaps into regular schools. Reston, VA: The Council for Exceptional Children.
38.
StetsonF. S. (1984). Critical factors that facilitate desegregation: A theory of administrative responsibility. In CertoN.HaringN.YorkR. (Eds.), Public school integration of severely handicapped students: Rational issues and progressive alternatives (pp. 65–82). Baltimore: Paul H. Brookes.
39.
TagiuriR. (1979). Notes on the management of change: Implications of postulating a need for competence. In KotterJ. P.SchliesingerL. A.SatheV. (Eds.), Organization: Text, cases, and readings on the management of organizational design and change (pp. 467–474). Homewood, IL: Richard D. Irwin.
40.
TaylorS. J. (1988). Caught in the continuum: A critical analysis of the principle of the least restrictive environment. Journal of The Association for Persons with Severe Handicaps, 13(1), 41–53.
41.
TaylorS. J.BiklenD.KnollJ. (Eds.). (1987). Community integration for people with severe disabilities. New York: Teachers College Press.
42.
U.S. Department of Education, Office of Special Education Programs. (1985). Seventh annual report to Congress on the implementation of The Education of The Handicapped Act. Washington, DC.
43.
U.S. Department of Education, Office of Special Education and Rehabilitative Services. (1987). Ninth annual report to Congress on the implementation of P.L. 94–142: The Education for All Handicapped Children's Act of 1975. Washington, DC.
44.
VoeltzL. M. (1980). Children's attitudes toward handicapped peers. American Journal on Mental Deficiency, 84, 455–464.
45.
VoeltzL. M. (1982). Effects of structured interactions with severely handicapped peers on children's attitudes. American Journal on Mental Deficiency, 86, 380–390.
46.
VoeltzL. M. (1984). Program and curriculum innovations to prepare children for integration. In CertoN.HaringN.YorkR. (Eds.), Public school integration of severely handicapped students (pp. 155–184). Baltimore: Paul H. Brookes.
47.
WehmanP.SeyfarthJ.KregelJ. (1985). Transition from school to work for individuals with severe handicaps: A follow-up study. In WehmanP.HillJ. W. (Eds.), Competitive employment for persons with mental retardation: From research to practice. Richmond: Virginia Commonwealth University, Rehabilitation Research and Training Center.
48.
WillieC. V.GreenblattS. L. (1981). Community politics and educational change: Ten school systems under court order. New York: Longman.
49.
ZieglerS.HambletonD. (1976). Integration of young TMR children into regular elementary school. Exceptional Children, 42(8), 459–461.
