Some Empirically Derived Hypotheses about the Influence of State Policy on Degree of Integration of Severely Handicapped Students

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Abstract
Aspects of state educational policy which relate to the degree of integration of severely handicapped students in regular education settings are reviewed. The data were collected as part of a larger study which examined the integration of 245 severely handicapped students within school and community settings. The original study involved 14 districts located in nine states. Using the significant predictors that emerged from the first analysis, a subsequent analysis of 43 states was completed to identify patterns of state policy which might be characterized as integrative or nonintegrative. Integrative policy patterns had fewer categories of handicaps, more college-based training programs for teachers of severely handicapped students, and teacher certification which required regular educators to have some special education courses and special educators to have regular education certificates.