Brady, Michael P. and Philip L. Gunter (Eds.). (1985). Integrating
Moderately and Severely Handicapped Learners: Strategies that work.
Springfield, ILL: Charles C. Thomas.
This practical guide does not ask, “Does integration work?” or “Who
can be integrated?” Instead it addresses the question, “How can we make
integration efforts successful?” It places educational integration
within the larger context of overall community inclusion.
Sections cover strategies for administration, service delivery, and planning and implmentation of individualized plans. Included are how-to ideas and checklists of ways to involve students with severe handicaps in regular programs.
The authors conclude that “Integrated school experiences can be provided for all severely handicapped students across a variety of school settings.”
Forest, Marsha (Ed.). (1984). Education/Integration: A collection of
readings on the integration of children with mental handicaps into
regular school systems. Downsview, Ont.: National Institute on Mental
Retardation.
Twelve short and readable articles reflect on the philosophical
underpinnings of integrated education. They relate the philosophy to
implementation, and describe a variety of real-life examples of
integration in action in Canadian classrooms.
Forest, Marsha (Ed.). (1987). More Education/Integration: A further
collection of readings on the integration of children with mental
handicaps into regular school systems. Downsview, Ont.: The G. Allan
Roeher Institute.
Twenty-three articles cover a wide variety of education and integration
topics including: the philosophy and characteristics of an integrated
system, a variety of Canadian program examples, roles of teachers and the
importance of peers and friends.
