A survey was conducted of the families and teachers of 1009 students with severe disabilities from five states, to identify factors associated with their integrated educational placement. The questionnaires were designed to measure 19 variables which integration literature suggests are predictive of integrated placement. Logistic 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, administration, and logistics. Three theoretical models of variables associated with integrated placement were examined, representing integration advocacy, socioeconomic status, and program/facilities characteristics. Additionally, a combined model was estimated using the strongest predictors from the three theoretical models. Within the program/facilities model, predictor variables were the integration characteristics of the Individualized Education Program, the adequacy of ancillary services, transportation adequacy, and physical accessibility. Within the socioeconomic model, parents' rating of residence in an urban community and teachers' rating of higher general community income were associated with integrated placement. Within the advocacy model, the variable most strongly associated with integrated placement was teacher advocacy for integration, followed by administrator advocacy. When all the variables from the three conceptual models were combined, six strongly correlated variables were identified. (Contains 41 references.) (JDD)