I wouldn't care about UNESCO study. These kind of global institutions follow a certain ideology, they do not really do some research. I cannot remember a great name since jean Piaget.

However, the integration is not a bad idea; very bad is the way this integration is understood and apply. Just to put children with all kind of difficulties in a mainstream classroom means damaging everybody and everything- parents,students, teachers, the classroom discipline and basic rules, the whole educational process. Of course there are not good results. Just the opposite.

To have a real supportive integration needs MONEY. And this is not acceptable for the majority of the governments. I've seen in UK such wonderful school in early '90. It seems that they do not exist anymore.In netherland was also such a school, but I do not really have news about. I repeat- too much money involved in a Real approach of integration. So...

Disability is multifaceted

Anita Z Goldschmied I believe you did not work in a school which integrates children with disabilities. YES, you need a lot of money, because there is a at least a department for individual work with children, specialized teachers, very specific tools as you have deaf children or blind, or mental handicapped, children with learning disabilities as dyslexia, dysgraphia and so on. That is why some schools with spectacular results were forced to renounce having these departments for integration. And there are just a few children with disabilities in a small town or village is impossible to provide for them a real integration.

As for Piaget, sorry, he DID NOT study the children with handicap. You must go to Lev Vygotsky Russia), Father VanUden (Netherland) or Reuven Feuerstein (Israel). All the best.

I’d like to share my experience as a SPED teacher in integrating children with special needs into the regular classroom setting. Successful integration is possible only when these children are emotionally, mentally, physically, and socially prepared.

To ensure a smooth transition, general education teachers, as receiving teachers, should undergo proper orientation. This process requires a collaborative effort, where no one is left behind. SPED teachers play a crucial role in supporting and guiding general education teachers, and this partnership works both ways.

Ultimately, the SPED teacher holds a responsibility not only to the children but also to the general education teacher, ensuring a supportive and inclusive learning environment for everyone.

Disability studies integrated approach is completely different from integrating students with disabilities with students having no disability.. Few experts mixed the two

This could be a good initiative and the way to go. Integrated approach as some of the educators that have responded is not about integrating learners with disabilities in a classroom , it is about working together or collaboration of all stakeholders , may it be teachers , learners, school administrators, care givers , special needs education specialist, NGOs and all well wishers to make inclusion of learners with disabilities work in schools. Theoretically supported by Brofenbrenner

Scolastica NKINGA Mundi actually, we NEED to integrate SOME children with SOME disabilities in a classroom. For example, deaf children and blind ones. We have also learning disabilities as dyslexia and some other 'dys'. We have smart children wuth very slow start for different reasons. We need NOT to integrate children with mental handicap or autism- but for some of them can be partially integrated adn so on. All of these are money eaters and above all, specialization of the educators (not just formal training courses and also a real and useful help for parents. On the official papers, the things seems to be led by Heavens but the reality is actually a hell.

An integrated approach to disability studies is essential because disability is a complex and multifaceted issue that intersects with various domains, including law, medicine, sociology, psychology, public policy, education, and human rights. A single-discipline perspective often fails to capture the full scope of challenges faced by persons with disabilities, as their experiences are shaped not only by medical conditions but also by social attitudes, legal frameworks, economic opportunities, and accessibility to resources. For instance, while medical research focuses on diagnosis, treatment, and rehabilitation, it does not address systemic barriers like discrimination, exclusion, and lack of accommodations in education and employment. Similarly, legal studies may emphasize rights and anti-discrimination laws, but without integrating psychological and sociological perspectives, policies may fail to consider the lived experiences and mental well-being of individuals with disabilities. An interdisciplinary approach enables researchers and policymakers to design inclusive, holistic solutions that go beyond healthcare and legal protections to include universal design, assistive technology, economic empowerment, and cultural representation. By integrating insights from diverse fields, disability studies can move beyond a deficit-based model toward a more empowering, rights-based perspective that promotes inclusion, accessibility, and social justice. Ultimately, an integrated approach fosters a more comprehensive understanding of disability, ensuring that interventions and policies are equitable, effective, and aligned with the principles of dignity and human rights.

well put, matters of disability will only succeed when an integrated approach is employed in handling inclusive education.