Regular educators (n=11), special educators (n=7), and classmates without disabilities (n=181) were surveyed at the end of the first year that middle school students with severe disabilities were integrated into regular education classes in two suburban midwestern communities. Results revealed many benefits for educators and students. Educators and classmates concurred that positive outcomes, particularly in the area of social competence, were realized by the students with severe disabilities. Acceptance of students with severe disabilities by classmates was considered to have increased substantially. Educators felt the regular class integration experiences were positive for themselves and for students, although there were differences in perspective between regular and special educators. Both groups felt that the best aspect of the integration initiative was the acceptance by and involvement of classmates and the most difficult aspect was deciding how to involve the students with disabilities in regular class activities. Both groups recommended a high level of communication among special and regular educators and suggested that initial integration efforts should involve teachers who volunteer to take part. Regular educators had difficulty identifying positive changes in the students with disabilities while special educators did not. Appendixes contain copies of questionnaires used and response summaries. (Contains 39 references.) (Author/JDD)