Can children with severe learning difficulties be educated in ordinary schools?

Mittler, Peter; Farrell, Peter

doi:10.1080/0885625870020402

Cited by 12 publications

(7 citation statements)

References 12 publications

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“…Placement in ordinary schools is a crucial standpoint for the development of integration and, in the long-term, for inclusion. Some international scholars have defined integration mainly in terms of placement, and have talked about 'locational integration' (Warnock 1978;Mittler and Farrell 1987;Mittler 2000). In contrast, the policy of integrazione scolastica cannot be identified only with issues around placement.…”

Section: The Italian Contextmentioning

confidence: 95%

Integrazione scolasticaand the development of inclusion in Italy: does space matter?

D’Alessio

2012

International Journal of Inclusive Education

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Section: The Italian Contextmentioning

confidence: 95%

Integrazione scolasticaand the development of inclusion in Italy: does space matter?

D’Alessio

2012

International Journal of Inclusive Education

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“…The great majority of research on integration has dealt with students with mild learning difficulties or specific conditions such as hearing impairment. Formal evaluation of the effectiveness of integration programmes for students with severe learning difficulties presents almost insuperable problems, in particular because of the bias in selection of students (Mittler and Farrell, 1987). Evaluations of individual programmes for students with severe difficulties have largely been undertaken by those with direct involvement in the programmes rather than by independent observers.…”

Section: Researchmentioning

confidence: 99%

Integration of students with severe and multiple learning difficulties

Jenkinson¹

1993

European Journal of Special Needs Education

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Students with severe and multiple learning difficulties have traditionally been excluded from mainstream education. Three arguments are put forward for integrating these students: social and humanitarian motives; interpretations of the 'least restrictive environment' as one in which interactions with non-disabled peers are least restricted; and a changing concept of education to include a range of functional skills which provide preparation for adult life. Ways of implementing integration are discussed, including location of special classes in regular schools, integration into regular classes, and partial integration through links between regular and special schools. Although many existing integration programmes appear promising, there has been little systematic research in the area and few attempts at independent evaluations. Fears about potential loss of support services in integration appear to have some justification. Fears about adverse behaviour by non-disabled peers have proved to be largely unfounded, but opportunities need to be deliberately structured to ensure that positive interactions occur between integrated students and their peers. Long-term outcomes for students with severe and multiple learning difficulties integrated into regular schools have not been considered.

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“…All children have a right to be taught in their local community school. Every school is seen as a 'school for all' based on the Individual Educational Programme (IEP) and team-teaching approach methods also advocated and practised in the UK (Mittler and Farrell, 1987). However, parents also play a crucial role in deciding what kind of school their MR child will go to (Hansen, 1992) and the quality of life they expect their children to have and lead as adults.…”

Section: Evaluation Of Successful Practices and Research Work In Othementioning

confidence: 99%

“…Once the child with SLD enters the local primary school, the level and degree of integration will depend upon the individual child's needs and potentialities. It would be a continuum of needs and corresponding services, operating from locational through social to functional; and it must be noted that follow-up and frequent reviews by the school and ARC are important for Individual Education Planning (IEP) (Mittler and Farrell, 1987).…”

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confidence: 99%

A community‐based model of integration for primary education in India: a focus on SLD

Paranjpe¹

1994

European Journal of Special Needs Education

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India has accorded a mission status to 'Education for All' over the past decade. Since Independence this goal remains elusive, due to certain disadvantaged groups remaining out of the fold of education. One such group is the 'disabled', within which those with severe learning difficulties (SLD) pose even more problems. This paper highlights the need to implement a community-based model of integration for the SLD, and strongly advocates a holistic, community-responsive educational approach. The model views the primary school as an integral part of the community environment, placing equal importance on other organizational structures. The role of the community as an active and vital partner in planning and implementation of education and support services seems to hold the key to success in achieving integration and education for all by the year 2000.

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Can children with severe learning difficulties be educated in ordinary schools?

Cited by 12 publications

References 12 publications

Integrazione scolasticaand the development of inclusion in Italy: does space matter?

Integrazione scolasticaand the development of inclusion in Italy: does space matter?

Integration of students with severe and multiple learning difficulties

A community‐based model of integration for primary education in India: a focus on SLD

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