A model for integrating severely handicapped children and youth is composed of five major components: (1) general integration (in which a needs assessment determines such aspects as visibility of the classroom, interaction with regular classroom staff, and school-home communication); (2) active integration (in which educational and social activities are systematically programed); (3) prelanguage and language communication (which includes training of peer tutors and peer partners to use the student's prelanguage system, electronic devices, manual signs, or communication boards); (4) generalization of communication and social interaction (in which skills are generalized to nontraining environments); and (5) parent support and involvement. Five products of the model are being field tested and revised. (CL)