INCLUDING A STUDENT WITH MULTIPLE DISABILITIES AND VISUAL IMPAIRMENT IN HER NEIGHBORHOOD SCHOOL

This article begins with a literature review of mainstreaming students with multiple disabilities and visual impairment in general schools, stressing the importance of opportunities for peer interaction that ar e prevalent in regular settings. It then describes a program carried o ut with a 5-year-old student attending her neighborhood school in Auck land, New Zealand. Comments of the people involved in the program, inc luding the principal, the teachers, the teacher's aide, family members , and fellow pupils, are reported, and the success of the program is d iscussed.