Integration: a project involving young children with severe learning difficulties and first school children

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Abstract
SUMMARY: 10 children with severe learning difficulties were involved in an integration project with 10 6 – 7‐year‐old children from a local first school. The project entailed fortnightly afternoon sessions, generally held at the first school. Each session encompassed some whole group singing and language games, plus art and craft activities. The latter were highly structured and involved pairs of special and mainstream children working on cooperative tasks. The results of the project from the points of view of special and mainstream children, staff, and parents are considered. Implications, particularly those relating to organisation of integration experiences, are discussed.