This program evaluation study was designed to investigate the effects of the placement of students with severe disabilities in general education versus special education classes. Sixteen elementary education programs in California participated. Eight represented the "full inclusion" model of integration, and eight represented the special class model. Two students were selectedfrom each program, with one ofthe students experiencing more disability and the other student experiencing less disability. A number ofkey program quality and student outcome variables were measured and, except for an analysis of the individualized education plans (IEPs) of participating students, all measures were based on observations ofstudents in their school programs. The data were analyzed within disability levels. The results indicated that there were differences for the students who were fully included and those who attended special education programs on measures of IEP quality and in the emphasis given to various curricular areas addressed by the educational objectives. In addition, there were differences in their levels of engagement in the activities of the school day, the type of activities in which they were engaged, the type and level of participation in integrated school environments, and the degree to which they initiated and engaged in social interactions with peers and adults.

A study, usingsurvey methodology, wasconducted to identify factors associated with the integrated educational placement of students with severe disabilities. Questionnaires were completed by the families and teachers of1,009 students from five participating states. The questionnaires were designed to measure 19 variables that integration literature suggests are predictive of integrated placement. Logistical regression procedures were utilizedto determine the probability ofintegrated placement as a function of the identified variables, which included characteristics ofthe student,family, school program, and community. A stepwise procedure was employed to examine three theoretical models of variables associated with integrated placement, representing integration advocacy, socioeconomic status, and program/facilities characteristics. Additionally, a combined model wasestimatedusingthe strongestpredictors from the three theoretical models. Factors identified within each of the models are discussed in termsoftheirimplications for increasing the integrated placement ofstudents with severe disabilities.