The Quality of IEP Objectives Associated with Placement on Integrated versus Segregated School Sites

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Abstract
Individualized education programs (IEPs) written for students with severe disabilities who attended either integrated or segregated educational sites were evaluated on the basis of the degree to which they included seven components identified as indicators of best practices. These seven indicators fall into three categories: age-appropriateness, functionality, and potential for generalization to a variety of environments. Teacher training and expertise were held constant. A difference was found between the groups on the overall quality of IEP objectives, with higher scores on those IEPs written for students who were integrated into regular school campuses. Opportunities available in integrated programs that may enhance IEP quality are discussed.