Integration of students with severe and multiple learning difficulties

Abstract

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.

The Integration of Children with Severe Learning Difficulties: A Review of the Recent Literature

“…A further factor associated with the success of integration is the extent to which systematic and structured teaching techniques are used within the integrated context. Studies by Center et al (1991), Philps (1994) and reviews of the evidence (Jenkinson, 1993;Zigler, 1990) all make this point. This help should be offered by trained support staff working in collaboration with the mainstream teacher and with support from senior colleagues.…”

“…However, she acknowledges that this may be controversial on social and emotional grounds if the difference in chronological age is too great. Stobart (1986), Frederickson & Woolfson (1987) and Jenkinson (1993), amongst others, conclude that social interaction does not simply occur by placing children with disabilities with their mainstream peers: it needs to be fostered and encouraged. Pedlar (1990), when studying the integration of young adults with disabilities into community settings, suggests that the support staff might have been hindering social interaction by adopting an over-protective attitude towards their clients.…”

“…For example Hall (1996) states that questions about the effects of integration are not 'meaningful' and he implies that research evidence is irrelevant to the central point that all children with disabilities have a right to be educated alongside their non-disabled colleagues throughout their school life. In spite of this 'anti-research' view of the subject, there is, in fact, a growing body of literature evaluating the effects of different aspects of integration, although, according to Jenkinson (1993), much of this has not been directed at children with severe learning difficulties (SLD).…”

Special Education Research in Australia

“…These investigated the ethics of segregated versus integrated placements, administrative concerns associated with implementing more inclusive practices, and the attitudes of educators towards this changing educational philosophy. In particular, the importance of educators' attitudes towards integration became well documented (Casey, 1994;Cole & Chan, 1990;Jenkinson, 1993).…”

Inclusion: Is it stressful for teachers?

“…Educators' attitudes towards inclusion have been found to be closely linked with acceptance of children with a disability into regular classrooms (Casey, 1994;Cole &Chan, 1990;Forlin, Douglas, & Hattie, 1996;Jenkinson, 1993;Ward, Center, & Bochner, 1994;Wilton, 1988). In general teachers have been found to be unwilling to accept a child with a disability into the regular classroom (Jenkinson & Gow, 1989).…”