What distinguishes integrated and segregated physically disabled pupils?

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Abstract
Using an analytic survey design, eight factors hypothesized to distinguish between integrated and segregated physically disabled pupils were tested. The factors were: Parents' Preferences, Parents' Action, Children's Preferences, Amount of Therapy, Family Circumstances, Educational Achievement, Severity of Physical Disability and Professional Preferences. Twenty‐four children were involved. Three factors distinguished between the groups: Parents' Preferences, Children's Preferences and Educational Achievement. The danger of artefact in promoting these factors as distinguishers is discussed. It is argued from the results that if educational placement of physically disabled children is not to be regarded as essentially a random procedure, further investigation of how these children come to be placed is necessary.

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