Although there has been much attention paid to the social relationships of students with severe disabilities in integrated environments, few studies depict the kinds of interactions that can be expected in mainstreamed classrooms. Such information is important for designing classroom ecologies and interventions that will maximize developmental opportunities for all students. Eight children with severe disabilities and eight nonhandicapped peers were observed in their regular elementary school classrooms. Students with severe disabilities received more social approaches than they made. These interactions tended to be receiving assistance, although talk, play, and physical affection were also prevalent. Over the school year the number of interactions declined; however, the pattern (proportions of different types of interaction) became more typical (like those of nonhandicapped peers). Acceptance was measured by sociometric nomination, revealing that some of the students with severe disabilities were very popular, and some were not. Acceptance seemed unrelated to social competence, which did correlate with frequency of interactions initiated by the students with disabilities; acceptance was not related to number of social approaches made or received. The results indicate that children's social acceptance and opportunity for interaction are not uniquely associated with their status as individuals with severe disabilities, and suggest that the implicit standards and values of the students may play a significant role.
Qualitative research methods were used to conduct an in-depth study ofan inclusive elementary school with the intent ofcharacterizing its context and practices. It was reasoned that such detail would provide valuable insights for those involved in systems change efforts. Data were gathered over a period of 30 months and included observational fieldnotes, interviews, shared anecdotes from teaching staff, and an analysis ofschool publications and products. Multiple methods of triangulation were employed to validate the data collection process and our findings. Descriptive themes emerged from the data that characterize the nature and evolution ofthis school's reform toward a more inclusive context. These themes are discussed and implications for future research are presented.
This investigation explored the use of teacher and student time in an inclusive elementary school where students with mild to profound disabilities were enrolled in general education classrooms. Participants included 6 students with severe disabilities and 12 students without disabilities. Observers recorded time used for instruction, as well as levels and types of student engagement and types of interruptions. Students in each group evidenced comparable levels of engaged time, and students with severe disabilities had no effect on losses of instructional time. Results were discussed in light of this school's contextual characteristics and the inclusive schools movement.
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