Junior high students from selfxontained special education classes mainstreamed in regular aca- demic classes were compared to regular class stu- dents. Mainstreaming occurred in low achieving classes where the mildly handicapped students functioned similarly to their nonhandicapped peers. Significant differences were found in the observed behaviors of discussion and not paying attention. No differences were found in teacher ratings of classroom behavior or report card grades. Achievement test differences were large but not significant. Lack of differences in the two groups may be due to placement of students in low achieving classes, use of modified criteria for grading mainstreamed students, andlor a lack of real differences between the two groups.
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