This paper explores the social ecological opportunities implied by segregated extended school year (ESY) summer programs for students with disabilities who, during the school year, attend inclusive programs in classrooms with nondisabled peers. Two primary grade students with severe multiple disabilities were observed in the classroom situation both during the regular school year (when the students were in inclusive settings) and during the ESY summer program (when the students were in a self-contained classroom program for students with severe disabilities). Profiles of each student were developed, including a section on social ecology based on vignettes of the students' social interactions during similar classroom activities in both integrated and segregated settings. These profiles were then discussed during 4 focus grups with 48 participants that included parents, special education teachers, paraprofessionals, a general education teacher, administrators, and others including case managers, social workers, and coordinators. The focus groups discussed implications of the extended school year entitlement, intended to prevent achievement regression. Most focus group members concluded that the summer school program lacked age-appropriate peers and social motivation, and supported use of integrated community-based recreation programs in the summer. (Contains 20 references.) (DB)