Interactions between severely mentally retarded students and other students in integrated and segregated public school settings

Severely mentally retarded target students (n = 245) from 14 school districts in 9 states were observed in integrated and segregated social groups in 1981 and 1982. The rate of social bids directed by these students to other students and by other students to them was significantly higher in integrated social groups than in segregated social groups. In addition, a higher rate of positive bids was directed by nonretarded students to severely retarded students in comparison to bids from other handicapped students in integrated groups. Nonretarded students responded to social bids from severely retarded students more frequently than did other retarded students. The implications of the results of integration for severely retarded students are discussed in terms of increased social interaction opportunities and the generalized usage of social skills.