While questions of methodology, effectiveness, and conceptualization are intensively discussed in integration research, the issue of goals is often ignored. Important to the success of school integration, however, are teachers' views as to the goals of that integration. After a theoretical discussion of different points of view about integration goals, the author presents a study in which an inductive approach was utilized to examine the goal concepts of 50 teachers working at primary schools or at special schools for slow learners. On the basis of a qualitative content analysis of informal, loosely-structured interviews, a 12-part system of categorizing goals was developed, then further condensed into a 4-part categorization of goals. Analysis of distribution frequencies leads to the conclusion that teachers view the goal of integration primarily in terms of inclusion and improvements in academic achievement. Bringing about changes in non-handicapped students and affecting society as a whole were much less often seen as goals of integration programs.

zum nächsten abstract: Heilpädagogische Qualität unter ökonomisierungsdruck. Gegen eine Remarginalisierung des Sozialen.