Terminological integration. Labelling and discriminatory expressions for the handicapped are not used. 3 Administrative integration. Handicapped students are encompassed within the same legislative framework as other students (there can of course be large differences between the regulations on, for instance, support arrangements, transport and achievement levels). 4 Social integration. Social contacts between handicapped and non-handicapped students are frequent and intensive. 5 Curricular integration. The same curriculum framework and long-term goals apply for handicapped and non-handicapped students. 6 Psychological integration. All students are instructed together: that is, in one room, at the same time and using the same programme.

doi:10.4324/9780203976289-10

Chapter

Terminological integration. Labelling and discriminatory expressions for the handicapped are not used. 3 Administrative integration. Handicapped students are encompassed within the same legislative framework as other students (there can of course be large differences between the regulations on, for instance, support arrangements, transport and achievement levels). 4 Social integration. Social contacts between handicapped and non-handicapped students are frequent and intensive. 5 Curricular integration. The same curriculum framework and long-term goals apply for handicapped and non-handicapped students. 6 Psychological integration. All students are instructed together: that is, in one room, at the same time and using the same programme.

Chapter

Terminological integration. Labelling and discriminatory expressions for the handicapped are not used. 3 Administrative integration. Handicapped students are encompassed within the same legislative framework as other students (there can of course be large differences between the regulations on, for instance, support arrangements, transport and achievement levels). 4 Social integration. Social contacts between handicapped and non-handicapped students are frequent and intensive. 5 Curricular integration. The same curriculum framework and long-term goals apply for handicapped and non-handicapped students. 6 Psychological integration. All students are instructed together: that is, in one room, at the same time and using the same programme.

ABSTRACT

These activities are interdependent to some degree: one is not likely to create transport facilities or modify school buildings without some form of funding, or to develop new teacher training programmes or teaching programmes for students with special needs in regular education if statutory regulations hinder the admission of these students to regular education, and statutory regulations will not change unless attitudes in society change. This interdependence between the several factors is basically what Kobi (1983) expresses in his model. Kobi specifies a number of levels in a process, levels that build upon each other: entering a new level does not imply that the components of earlier levels can be discarded.