The decision to mainstream an EMR child from a self-contained special education setting constitutes a significant change in the child's academic and social environment. This study attempted to identify areas of concern that EMR children describe as they await the change to a mainstream placement. Responses of EMR students awaiting placement were compared to responses offered by EMR students already assigned part-time to regular classrooms. Data indicate that EMR students express a range of worries related to academic performance, social interactions and the transitions inherent in split placement. Significant differences between the groups were reported in all three areas of concern with transition worries most prevalent. Implications for further research on intervention strategies are discussed.
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