This paper presents a model for the full integration of children with severe speech-language problems into the regular classroom. It describes characteristics of this population, structure and roles of the collaborative teaching teams, the critical importance of administrative and parental support, and the active involvement of the staffing team.…

This study compared 16 students with either a less or more severe disability from elementary schools using the "full inclusion" model and 16 similar students from schools using the special class model. The study analyzed individualized education plans and also compared program quality and student outcome variables. Significant…

This descriptive study formulates a comprehensive picture of the structure, educational practices, and associated positive student outcomes of integrated programs for students with severe disabilities across a variety of California communities. Three of the seven participating programs represented the full inclusion model of integration…