The impetus for the current trend toward the integration of the mentally handicapped child into regular classes stems, in part, from the disappointing results obtained with special class placement. As such, from an academic as well as an economic point of view, integration would seem to be a viable alternative. However, from the socio-adaptive perspective there are data to suggest that normal peer group attitudes toward educable mentally retarded children are not positive and can lead to the social isolation of these children. These attitudes have implications for the “modeling” that is assumed to operate within integrated educational programs. The need for a systematic evaluation of peer group and teacher attitudes within integrated educational programming is indicated.
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