This descriptive study formulates a comprehensive picture of the structure, educational practices, and associated positive student outcomes of integrated programs for students with severe disabilities across a variety of California communities. Three of the seven participating programs represented the full inclusion model of integration implemented at the elementary level. Four of the programs represented special class models of integration; two were located at elementary schools and two at high schools. The study presents descriptive information on each of the models of integration, with quantitative measures of positive student outcomes. Outcome measures in this preliminary study were restricted to the quality of the students' individualized education programs (IEP), the extent of integrated activities for each child across the school day, and the extent and type of interactions occurring between the students with disabilities and their nondisabled schoolmates. Findings included the following: (1) the high school special class model received the highest rating for quality of IEPs; (2) students in the full inclusion programs spent an average of 94 percent of school hours in integrated settings; and (3) the amount of reciprocal interaction was almost identical across the three models. (Contains 37 references.) (DB)