A Comprehensive State Education Agency Plan to Promote the Integration of Students with Moderate/Severe Handicaps

Attempts to achieve integrated education for students with moderate/severe handicaps have grown considerably over the last 15 years. However, despite increased integrated educational opportunities for these students, wide variations in placement options continue to exist within and across states. We propose that state education agencies (SEAs) must take a proactive, leadership role in promoting integration. A case study illustrating comprehensive systems-change integration strategies employed by the Iowa Department of Education over the past 6 years and the results of those efforts are presented. Implications for other states are discussed.

Perspectives on the Future of IDEA

Since its original passage in 1975 as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education. During the past 2 years, the 104th Congress has debated vigorously some of the law's basic tenets (e.g., definition of disability, content of the individualized education plan [IEP], parental rights to attorneys, fees, discipline, and placement). The basic requirements of the law remain intact and continue to shape the scope and content of special education. This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA: (a) eligibility and labeling, (b) free and appropriate public education, (c) the individualized education program (IEP), and (d) the least restrictive environment. Recommendations for changes in existing law relative to each of the above requirements are presented.

Factors Associated with the Integrated Educational Placement of Students with Severe Disabilities

A study, using survey methodology, was conducted to identify factors associated with the integrated educational placement of students with severe disabilities. Questionnaires were completed by the families and teachers of 1,009 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 utilized to determine the probability of integrated 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 models of variables associated with integrated placement, representing integration advocacy, socioeconomic status, and program/facilities characteristics. Additionally, a combined model was estimated using the strongest 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 disabilities.