Teaching social skills to mainstreamed handicapped children can be accomplished by prompting, praising, using graduated guidance, and capitalizing on incidental teaching. (CL)

Social behavior skills were taught to 7- and 8-year-old resource room students through controlled simulation of real-life situations in which students were encouraged to think of various solutions to a problem, evaluate them, and apply the best one. (CL)

Activities for fostering relationships between handicapped and nonhandicapped children in the mainstreamed classroom are presented. Suggested are such activities as simulation by nonhandicapped students of what it is like to have a handicap and role playing to help children understand the feelings of others. (PHR)

By helping to produce a monthly school newsletter, senior-age trainable retarded students' cognitive, language and social skills are enhanced. (CL)

Interpersonal relationships should be an important part of learning-disabled students' curricula and should focus on appropriate classroom behavior, the impact of poor language skills on socialization, resistance to change, establishing degrees of value and priorities, cause-effect relationships in human interaction, planning/organizational…