A multiple case study approach is used to evaluate feasibility and benefits of inclusion of students with mental retardation in regular high school classes. Two students are first observed in a self-contained class and are then transferred to a regular class on a full-time basis for the remainder of the school year. The transfer was associated with an improvement in classroom work skills, especially for one of the students. However their social integration, observed in the cafeteria at lunchtime, was minimal. Teachers of the students evaluated the inclusion as being satisfactory and feasible insofar as few modifications to class activities were required. The possible influence of factors related to the timing and support structure of the inclusion is discussed.
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