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It is now widely believed in many Western countries that the
segregation of students with special educational needs is
problematic, and that wherever possible these students should be
educated alongside their peers in regular education settings. There
has been a general move towards integrating special and regular
education into one system that caters for a much wider range of
students. But the outcomes in various countries have been very
different. This book describes and evaluates these outcomes in the
hope that teachers and other professionals may be able to profit
from each other's experiences. The book provides both quantitative
and qualitative information, analyzing the similarities and
differences between integration practices in six Western countries:
Italy, Denmark, Sweden, the United States, England and Wales, and
the Netherlands. The editors discuss the factors that are critical
to integration from a teacher perspective, and explore the aims and
limitations of integration.
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