This paper reviews literature relating to the educational needs of children with severe disabilities and describes methods to facilitate inclusion of these children into integrated educational settings. The paper defines use of the term "learners with severe disabilities" and outlines trends in placement of these learners. Components of a quality education are identified, including its age appropriateness, specific objectives, functional activities, consistent cue hierarchy, systematic data-based instruction, periodic program review, community-based instruction, integrated delivery of related services, interactions with nondisabled peers, transition planning, and home-school partnership. A synthesis of the literature on assessment of learners with severe disabilities emphasizes the use of ecological inventories and transdisciplinary models. Modifications designed to facilitate inclusion of learners with severe disabilities in integrated educational settings are then discussed, including improved accessibility, increased teacher familiarity with specialized needs of students with severe disabilities, and others. (Includes 21 references.) (JDD)