Acceptance of handicapped students by their peers is a major component of success in the mainstreamed classroom. How teachers plan for interactions and lessons determines the degree to which social acceptance is achieved. The teacher's behavior models desired social acceptance, and the structure of learning activities evidence academic expectations. If the goal of successful mainstreaming is to be achieved, renewed emphasis must be made on what and how a teacher provides for both social and academic objectives. Good teaching has generic components appropriate for facilitating the learning of all children. Teaching behaviors supportive of social and academic integration in the regular classroom include: (1) structured time and a business-like climate; (2) questioning skills that aid understanding and problem solving and that evidence a sensitivity to student learning preference; (3) large group interaction patterns and supervision of small group work; (4) clear educational strategies that demonstrate a systematic approach and continuity in lesson development; (5) praise and encouragement; (6) use of accurate, prompt feedback; (7) performance standards and teacher expectations that emphasize learning and achievement; (8) use of structuring comments to bridge learning in a unified whole; (9) provision for self-paced, independent, and cooperative learning experiences; and (10) strategies which enhance the development of a realistic self-concept. (JD)