Social Integration and Severe Disabilities

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Abstract
The goal of social integration is shared across disciplines and espoused as a universal value in today's society; however, considerable controversy exists regarding the process most likely to result in the attainment of this goal for persons with severe disabilities. Proponents of traditional rehabilitation-remedial models propose delivery of intensive services in segregated environments specially designed to meet individual needs. Conversely, proponents of full-inclusion models maintain that services be provided in the mainstream of school and society. In the current study, the effects of integrated versus segregated schooling upon the educational and social competence of children with severe developmental disabilities were examined across a 2-year time period, using both classroom observation and standardized child-assessment measures. Children in integrated learning environments spent less time with therapists, equal time with special education teachers, more time with teaching assistants, more time with children with and without handicaps, and less time alone than did children in segregated learning environments. No differences were found on a traditional measure of developmental skills; however, on a measure of social competence, integrated children progressed, whereas segregated children regressed. Implications of these results are discussed in the context of public attitudes toward disability and educational reform in the mainstream of America's schools.