Developed as part of the Indiana Least Restrictive Environment Project, this document is concerned with issues relating to the education and community integration of persons with substantial handicaps. The paper traces the development of the movement to provide those special education services necessary to integrate the disabled into the general society. The introductory section identifies such characteristics of the integration initiative as building bridges between school and independent life that include the option of meaningful work. The next sections examine the legal and philosophical basis for integration and the evolution of the concept of least restrictive environment in schools. Shortcomings of the cascade or continuum model are identified. Six "informed judgments" about the future are made and include the following: (1)) curriculum for substantially handicapped students will include community living, working, and social skill development; and (2) public schools will be held accountable for providing a functional education for substantially handicapped students. New roles for professional educators are discussed with the need to examine values and expectations emphasized. Also noted is the role of instructional and related service personnel in developing individualized programming in functional living skills. Finally, the parent's increasing role as partner in educational programming is considered. (DB)