Three methods which classroom teachers could use to guide and encourage interactions between severely retarded and nonhandicapped students in an integrated classroom situation are described: (a) the systematic design and arrangement of classroom organization, structure and materials, (b) the implemen-tation of programs to train severely retarded students in socialization skills, and (c) the incorporation of instructional programs designed to train and motivate nonhandicapped students to interact with severely retarded students. The relevant research related to all three approaches is cited.
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