SUGGESTED READINGS:

Bilden, D., Bogdan, R., Ferguson, D., !$eade, S., & Taylor,
S. (1985). Acb&?ving tbe comple&? scbook St?wt@es
for effective mainshwa ming. New York, New York:
Teachers College Press.

Falvey, M. A. (Fd.). (1986). Communf~ basal
curr&x@m. Baltimore, Maryland: Paul H. Brookes
Publishing Company.

Kjerland, L (1986). Ptx@?ct Da&o&z earty
fntewmtfom Taffor made. Eagan, Minnesota: Project
Dakota Outreach.

Voeltz, L M., Hemphill, N. J., Brown, S., Kishi, G., Klein,
R., Fruehling, R., Collie, J., Levy, G., & Kube, C. (1983).
Tbe spec&d frlendk Prognum: A tnainerk manmd
for integtwted scboof settings Honolulu, Hawaii:
University of Hawaii, Department of Special Edumtion.

FOR MORE INFORMATION OR
ASSISTANCE, CONTACT:

Aeaodation for Retarded Citiaells of Minnesota
3225 Lyndale Avenue, South
Minneapolis, Minnesota 55408
(612) 827-5641

Govemof's Planning Council on Developmental
Disabilitiee
201 Capitol Square Building
550 Cedar Street
St. Paul, Minnesota 55101
(612) 296-4018
(612) 296-9962 TDD

Legal A&oeacy for Persons with Developmental
Disabilities in Minnesota
222 Grain Exchange Building
323 Foutth Avenue, South
Minneapolis, Minnesota 55415
(612) 332-7301
(800) 292-4150, toll free

Mitmeaota Association for Persons with Severe
Harldicape
P.O. Box 1837, Pioneer Station
St. Paul, Minnesota 55101

PACER Center, Inc.
4826 Chicago Avenue, South
Minneapolis, Minnesota 55417
(612) ~27-2966

TEST YOUR

SCHOOL'S IQ:

INTEGRATION
QUOTIENT

Questions to ask about
your school's policies
and practices...



`llrese questions are designed to assist Ibtnilies of
  students with disabilities to assess the level of
" integration efforts by your local school districts and
.  special education cooperatives.
For purposes of this review, integration is the
placement of students with disabilities into settings
  with non-disabled, chronological age wers that result

in

.



o



o



.



.

                      -.
meaningful interaction. Integration refers to:

students attending regular schools or other
natural settings, not special schools;
student classrooms integrated throughout the
building, not just a special wing;
students attending regtdar classes, not
special cktsses;
students participating in regular activities, not
just participating in school lunch;

students having opportunities to interact with

students who are not disabled.

INSTRUCTIONS:

To answer these questions, you will need to speak
to several different pmple. In some cases, yoLl may want
to review written d[xuments. The results can be used
to further promote and support opportunities for
integration.
These guidelines should not be misconstrued to imply
"dumping" students with disabilities into integrated
placements without supports that match a student's
strengths, needs, preferences, and interests.

GUIDELINES

ADMINISTRATIVE COMMITMENT
1- Has the school administration taken a position emphasizing preparation of students with
disabilities to live and to work in community settings?
z. Has the school administration demonstrated leadership in promoting integration of students
with disabilities through letters, written materials, building acce.ssibiliry, presentations,
conferences, scheduling flexibility, or written plans?
s. Have administrators, teachers, related services staff, paraprofessionals, etc., received in-
service training on integration values and implementation techniques during the past year?

LOCATION/TRANSFORMATION
10 Does your son/daughter attend the same school or other natural setting (eady childhood
center, job site) that he/she would attend if not disabled?
Z* Does your son/daughter use the same transportation that he/she would ride if not disabled?
s- Does your son/daughter use the same arrival and departure times if he/she were not
  disabled?

INTEGRATED TIME AND ACTIVITIES

Does your son/daughter participate in extracurricular activities with students who are not
disabled?
Does your son/daughter spend time in the community receiving instruction, services, or
other activities (independent living, leisure, job)?
How much time during the instntc~ional day does your son/daughter spend with students
who are not disabled?


Does your son/daughter participate in activities with students who are not disabled.
Check those that apply:
O lunch          O regular classes (ast, musiq physical
O library/media center     education, electives)
O free time            O vocational education
O assemblies/progmma    O other

tkxs your son/daughter receive support in settings with students who are not disabled?
Check those that apply:
O modified curriculum    O augmentation/ communication devices
O peer/buddy support    testing accommodations
O adaptive equipment    O interpreter
support staff          O other

NO

(specifl amount of time)