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Questionnaires completed by 51 state administrators of exceptional students indicated few programs being planned or in existence to compensate regular class teachers for additional responsibilities in mainstreaming. A chart depicts state responses in terms of additional pay, compensatory time, lower pupil-teacher ratio, lower adult-student ratio. (CL)

Among conclusions were that presence or absence of a special class or program within a school did not appear to influence the principal's attitude toward or knowledge of exceptional children, and principals demonstrated significantly less knowledge than experts regarding placement. (SB)