Survey responses from 683 teachers of emotionally disturbed (ED) students were analyzed to determine actual practices used by special educators of self contained and resource classrooms to integrate behavior disordered students into regular classes in Iowa, Kansas, and Nebraska. Results are detailed for such aspects as the following: certification and experience of teachers, program role, number of ED students served by type of program, time spent per week in various categories of activities, type and usefulness of information available at time of placement, types and usefulness of information at time of reintegration, and most important factors in choosing a site for reintegration. Implications are noted for distinctions between types of ED children (conduct disorders vs. clinical personality disorders), training needs of teachers responsible for reintegration, and followup procedures for reintegration. (CL)