This final report focused on research questions associated with reducing the segregation of students with learning disabilities (LD) in Virginia. A survey of special education supervisors, general education supervisors, building principals, general elementary and secondary education teachers, LD teachers, students with LD, and parents was conducted and followed by interviews, observations, analysis of achievement data, and document reviews. Specifically, the study examined: (1) the current status and process of increased integration; (2) factors that serve as the basis for or reluctance for such change; (3) evidence of perceived and actual outcomes of integration activities already undertaken; and (4) obstacles to the implementation of an integration model. The study found extensive efforts to increase the amount of time students with LD spend in the general classroom setting, especially at the elementary level, throughout Virginia; a lack of formally adopted guidelines, philosophies, or policies; a lack of systematic monitoring or evaluation plans; doubts about the ability or willingness of regular teachers to meet these students' special needs; general support for "pull-out" programs; and differing opinions on reduction of stigma in integrated programs. Avoiding embarrassment was a major consideration in student preferences. Extensive tables (91) and exhibits (14) provide details. (DB)