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A mult szazad utolso eveitől egyre jobban hangsulyozzak a tarsadalmi integraciot az europai unios allasfoglalasok (UNESCO 1995; Europa 1998), vagyis szorgalmazzak, hogy a sajatos nevelesi igenyű gyermekek ne legyenek meltanytalanul megkulonboztetve tarsaiktol, kirekesztve tarsadalmi kozegukből (UNESCO 1995). Az integralt nevelest a kozoktatasban az eselyteremtes, az eselyegyenlőtlensegek csokkentesenek eszkozekent tekintik (Mesterhazi, 2002). Kutatasunkban integralt es szegregalt intezmenyben nevelő-oktato pedagogusok (n=86) kerdőives felmeresenek eredmenyeit mutatjuk be az integracio kerdeskorevel kapcsolatban, kivancsiak voltunk arra, hogy mennyire befogadoak a szakemberek? Az eredmenyek azt mutatjak, hogy a tobbsegi iskolaban tanito pedagogusok jelentős hanyada, reszben ert egyet az integralt nevelessel- oktatassal az adott valaszok alapjan. Felkeszultseguket mindket intezmenyben tanito pedagogusok, valamint gyogypedagogusok nem tartjak megfelelőnek, elegendőnek az integralt neveles-oktatas megvalositasahoz. Integration has been an international trend over the last two or three decades, the impact of which is increasingly evident in Hungary. EU resolutions emphasize social inclusion (UNESCO 1995, Europe 1998), ie advocating that children with special educational needs should not be unfairly discriminated against and excluded from society (UNESCO 1995). Integrated education in public education is a means of creating opportunities (Mesterhazi, 2002). In the integrated and segregated institution we present the results of a questionnaire survey of nursing teachers (n = 86) on the issue of integration, we were curious about how receptive the experts were. that a significant proportion of teachers in mainstream schools agree partly with integrated education on the basis of the responses given. Both their teachers and the special educators they do not consider it appropriate, enough to implement integrated education.