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Integration, from an educational perspective, means that all students have equal access to the total school environment for the purpose of achieving their educational goals. The legal, social, and educational rationales for integrating severely disabled and nondisabled students have been delineated in numerous publications (cf., Bricker, 1978; Brown et al., 1979). Federal funding of large-scale demonstration projects (e.g., Hawaii Integration Project, Kansas Integration Project) and research institutes (e.g., San Francisco State University and University of Minnesota) demonstrates governmental support of integration efforts. And a major professional organization, The Association for Persons with Severe Handicaps, has adopted a deinstitutionalization resolution proclaiming the rights of disabled students to access integrated environments in the public schools ("TASH Adopts Resolution," 1980). Integration is more than a special education trend; it is an expression of a broader concern for safeguarding the constitutional rights of all citizens on the basis of the equal protection doctrine. Equal protection is rooted in the values of self-fulfillment and disregard of unalterable traits (H. R. Turnbull, personal communication, 1981). Self-fulfillment implies that an individual is free from unnecessary restrictions and limitations to his/her liberty. Disregard of unalterable traits means that an individual is not discriminated against ( or restricted) on the basis of inborn characteristics such as sex, race, ancestry, and disability. Integration of severely disabled students addresses the values of self-fulfillment and disregard of unalterable traits by providing equal and shared access to environments, programs, and events available to nonhandicapped students.

COMPREHENSIVE CURRICULA FOR INTEGRATING SEVERELY DISABLED AND NONDISABLED STUDENTS