The paper addresses the issue of placement for students with severe and multiple disabilities. Controversies over the principle of least restrictive environment are reviewed; and the implications of the normalization movement and the passage of P.L. 94-142, the Education for All Handicapped Children Act, are summarized. The rationale for integration includes better attitudes, better learning for all children, instruction in living together democratically, and similar levels of expense. Factors contributing to successful integration are considered, including commitment on the part of administrators, positive teacher attitudes, normalized pattern of the school day, structured opportunities for peer interaction, high expectations for disabled and nondisabled students, and opportunities for disabled students to assume leadership and helping roles. (CL)