Author Description

The experience of 88 physically handicapped and health impaired (PH/HI) children attending Toronto, Canada, regular elementary schools in either regular classes or "integrated" special education classes was assessed with regard to their academic, social, emotional, medical, and physical needs. The integrated classification meant they were not assigned to self-contained classes primarily established for children with special health, orthopedic, or communication needs and they were housed in regular schools. About 44% of the children had mild health problems and no neurological handicaps, and about 4% had severe health problems and neurological handicaps. Interviews were conducted with the children and their parents, teachers, and principals. The children were also tested and rated by their teachers and compared to nonhandicapped peers from regular schools. Findings include the following: teachers, principals, and parents generally support the concept of integration, which requires careful planning and discussion; the self-concepts of the PH/HI are comparable to those of their nonhandicapped peers; some PH/HI children need psychological counseling; at least 40% need remedial help, especially in mathematics; about 30% could benefit from more attention in physical education; and the neurologically impaired are more likely to have academic and adjustment problems than those not neurologically impaired. (SEW)