A Study of the Integration of Children with Intellectual Handicaps into Regular Schools

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Abstract
This study examined the progress of fifteen intellectually handicapped children integrated into normal primary schools. The children had previously attended an early intervention program for between six months and five years, and were now in their first to third years at primary school. The battery of assessment procedures included norm referenced tests of mathematics, reading, and language; systematic observations of the children in the classroom and playground; sociometric assessment; and interviews with both the classroom teachers and the parents. The data indicated that most children had adjusted well to the classroom setting, and were well accepted by their peers. Academically, the progress of the children was much more variable. Teachers and parents exhibited positive attitudes towards integration. The need for further research to clarify many basic issues in respect to integration was briefly discussed.