Reverse integration: bring non-handicapped children into handicapped children's classrooms to build acceptance for LRE placement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report describes reverse integration as an implementable technique for addressing attitudes so handicapped children are accepted in their least restrictive environment. It states: "A technique developed for this purpose is "reverse integration," a practice by which non-handicapped children are brought into handicapped children's Classrooms." In Santa Barbara, non-handicapped elementary children served as teacher aides and companions, which the report says changed attitudes of children, parents, and the public and forged ties between special and regular education.

Design Implications¶

Context¶

Requirements¶

• Willingness to bring non-handicapped children into special education classrooms in serving roles such as aides and companions

Constraints¶

Target Learners¶

• Profoundly and multiply handicapped students and non-handicapped elementary school children

Target Learning Goals¶

• Acceptance of handicapped children in least restrictive settings; positive attitudes toward handicapped peers

Related Strategies¶

Examples¶

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Key Sources¶

• Farrow, Frank, and Cheryl Rogers. (1983). Policies Which Address Out-of-District Placements and Assure Education in the Least Restrictive Environment. A Report of the Handicapped Public Policy Analysis Project, Volume 3. https://eric.ed.gov/?id=ED245469