Some Empirically Derived Hypotheses about the Influence of State Policy on Degree of Integration of Severely Handicapped Students

Abstract

Aspects of state educational policy which relate to the degree of integration of severely handicapped students in regular education settings are reviewed. The data were collected as part of a larger study which examined the integration of 245 severely handicapped students within school and community settings. The original study involved 14 districts located in nine states. Using the significant predictors that emerged from the first analysis, a subsequent analysis of 43 states was completed to identify patterns of state policy which might be characterized as integrative or nonintegrative. Integrative policy patterns had fewer categories of handicaps, more college-based training programs for teachers of severely handicapped students, and teacher certification which required regular educators to have some special education courses and special educators to have regular education certificates.

Factors Associated with the Integrated Educational Placement of Students with Severe Disabilities

“…In addition, research findings suggest that such variables as the administrator's attitude toward integration (Halvorsen, 1984;Meyer & Kishi, 1985;Pellegrini, 1986;Raske, 1979;Stainback, Stainback, & Stainback, 1988;Taylor, 1982), perceptions regarding availability ofspace, transportation (Halvorsen, 1984;Kenowitz, Zweibe1, & Edgar, 1978;Orelove & Hanley, 1979), and ancillary services, and perceptions regarding costs (Piuma, 1985;Stetson, Etling, & Raimondi, 1982) are likely to affect placements decisions where integration is an issue. Furthermore, initial research conducted by Brinker and Thorpe (1985) indicates that placement may be affected by state policy implementation in such areas as (a) the P.L. 94-142 funds allocated by states to local school districts for various categories of students who have severe disabilities, (b) the actual categories that are subsumed under the state definition of "severely handicapped," and (c) the number of state fair hearings conducted annually on least restrictive environment (LRE) issues.…”