Interviews were conducted to gather advice about integration from general and special education teachers and administrators from 10 schools in five school districts where students with moderate and severe disabilities had recently been integrated into general education schools and classrooms. The study explored not only the educational change process, but general educators' perceptions of factors that had initially created and later reduced their resistance to integration. Qualitative analysis of interview data revealed teachers' perceptions of the success of integration, as well as their advice to others contemplating integration: district administrators, building administrators, special education teachers, and general education teachers.

Interviews were conducted with 26 classroom teachers from five school districts to investigate their beliefs and attitudes about implementing integrated special education services for students with moderate and severe disabilities. These teachers' views toward integration focused on four aspects of the change: its purpose, the clarity of its implementation methods, the effort it would require of teachers, and its rewards. The ways teachers' beliefs and attitudes affected the manner in which the change was implemented and the way those beliefs and attitudes were altered through experience are described. Steps administrators could take to ensure that this complex change is broadened and sustained are discussed.