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- Publisher
- SAGE
- Copyright
- © 1989 SAGE Publications Ltd, unless otherwise noted. Manuscript content on this site is licensed under Creative Commons Licenses
- ISSN
- 0004-9441
- eISSN
- 2050-5884
- DOI
- 10.1177/168781408903300306
- Publisher site
- See Article on Publisher Site
Abstract
In spite of the lack of supporting research data, those responsible for education throughout Australia at both federal and state levels have released policies on integration; and there is a trend towards moving students with disabilities out of special education facilities into regular school settings. This paper reviews the findings of Australian research on integration, identifies deficiencies, and points to future directions that research might take if integration is to proceed with the backing of relevant data. A major deficiency is seen in available statistical information, so that it is difficult to estimate the real impact of integration on education systems. Although studies so far reveal some success in integration of disabled students, this depends on individual characteristics, on early educational experiences, and on the provision of support services in the school. Attitudes of school staff are generally positive towards the concept of integration, but this is conditional on the availability of adequate resources and support. Several areas for future research are identified, including longitudinal research, individual case studies, and action-based projects.
Journal
Australian Journal of Education – SAGE
Published: Nov 1, 1989