INTEGRATIVE EDUCATION - HANDICAPPED PUPILS IN REGULAR CLASSES

In the Federal Republic of Germany the number of educational experimen ts testing scholastic coeducation of handicapped and non-handicapped c hildren has increased in the last decade. In the first part of this ar ticle, some topics of the current discussion about mainstreaming are a nalysed. Some arguments frequently used in discussion then are related to findings of research projects on different forms of integration of handicapped pupils into general education classes. One focus lies on the development of handicapped pupils in mainstreaming classes, both w ith regard to their academic achievements and their social and emotion al development. The prevailing positive results are explained by typic al characteristics of integrative lessons. Mainstreaming classes offer appropriate possibilities for progress in achievements and developmen t, not only for handicapped pupils but for their non-handicapped schoo lmates, too. Moreover, most parents and teachers are very contented wi th integrative education.