ABSTRACT
The word 'integration' is open to a variety of interpretations. The research which has been done, in looking at the effect of integrating children with disabilities in mainstream schools, whether they have been fully integrated or educated in special units or classes, generally suggests that the effects of integration are positive. Locational Integration' is where special units are set up in ordinary schools' or 'where a special school and an ordinary school share the same site'. Social Integration' is where children attending a special class or unit eat, play and consort with other children and possibly share organised out-of-classroom activities with them'. Functional Integration' is where the locational and social association of children with special needs with their fellows leads to joint participation in educational programmes'. The most important element is that of achieving acceptance of pupils with disabilities on the part of staff and pupils and enabling the special needs pupils to become a genuine part of the school.
