FACTORS ASSOCIATED WITH THE INTEGRATED EDUCATIONAL PLACEMENT OF STUDENTS WITH SEVERE DISABILITIES

A study, using survey methodology, was conducted to identify factors a ssociated with the integrated educational placement of students with s evere disabilities. Questionnaires were completed by the families and teachers of 1,009 students from five participating states. The questio nnaires were designed to measure 19 variables that integration literat ure suggests are predictive of integrated placement. Logistical regres sion procedures were utilized to determine the probability of integrat ed placement as a function of the identified variables, which included characteristics of the student, family, school program, and community . A stepwise procedure was employed to examine three theoretical model s of variables associated with integrated placement, representing inte gration advocacy, socioeconomic status, and program/facilities charact eristics. Additionally, a combined model was estimated using the stron gest predictors from the three theoretical models. Factors identified within each of the models are discussed in terms of their implications for increasing the integrated placement of students with severe disab ilities.