Taylor, S.J. (1982). From segregation to integration: Strategies for
integrating seveely handicapped students in normal school and community
settings. The Journal of the Association for Persons with Severe
Handicaps, 7(3). pp. 42-49.
Practical strategies to facilitate integration are presented: dispersal
of students; planned interaction; provision of program support; and
support for regular teachers. The author also underlines the need for
staff integration, parental support, and positive attitudes.
Thousand, Jacqueline, S.T. Fox, R. Reid, J. Godek, W. Williams and W.
Fox. (1886). The Homecoming Model: Educating students who present
intensive educational challenges within regular education environments.
University of Vermont: Center for Developmental Disabilities.
This integration model is based on a plan to bring students “home” from
special education programs and prevent others from ever being placed in
them. Based on the concept of individualized education for all, this
model enabled Vermont school districts to integrate students who present
some of the most intensive educational challenges within regular
classrooms. Participating teachers felt they had more say, were more
comfortable and bad better access to special education consultation than
expected.
This resource includes many “how-to” strategies relating to administrative commitment, building the staff team, using consultative support, addressing common fears, and specific classroom-level integration strategies. A set of six appendices includes illustrative daily schedules and class activity guides.
