The report outlines achievements of a 27-month project designed to develop and implement a curriculum approach for increasing peer acceptance and interaction of mainstreamed exceptional students. Project efforts listed include development of classroom observation procedures and the use of those procedures to observe 20 mainstreamed classrooms; interviews with teachers and graduate students in special and regular education; and development of a curriculum. It is explained that the curriculum was evaluated in four different settings serving severely language handicapped and otherwise disabled children in mainstreamed settings. Among findings from the curriculum evaluation were that slower and shy children needed coaching with an adult to become skilled at the games before being paired with another child and that adults needed to model and reinforce clear and positive communication between students during the tasks. Dissemination activities described include presentation of teacher workshops and preparation of manuals explaining the curriculum. Among appendixes are sample teacher interviews and results from a list of behaviors associated with students' poor social skills. (CL)