The Challenge of Ensuring Educational Gains for Students with Severe Disabilities who are Placed in More Integrated Settings

Abstract

The article that follows provides case study which demonstrates that merely placing students with severely disabling conditions into integrated settings does not ensure that integration will take place. The study also provides discussion for how teachers can evaluate the success of integration of students and how teachers and administrators can monitor the quality of that integration. The structure for conducting a two-pronged test for evaluating the level of success of integration of students with severe disabilities is suggested along with examples of the types of data which can be collected to evaluate integration activities.