Integration and teaching: some lessons from practice

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Abstract
If integration is to be justified in educational terms the pupils concerned must receive an education appropriate to their needs. In the majority of schools this necessitates major curricular modifications, especially regarding content and teaching approach. The present study (Hodgson, Clunies‐Ross and Hegarty, 1984), funded jointly by NFER and the Schools Council, examined relevant practice in schools during 1982/3. This article summarizes the findings in relation to the academic organization of schools, the modification of curriculum content, staffing and pedagogical considerations.

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