A public school in Brooklyn, New York, has developed a system in which handicapped children are integrated into the life of the school. Special education classes are paired with nonhandicapped classes. They share a variety of activities, including presenting assembly programs or plays, going on joint field trips, and sharing appropriate physical education programs. The paired classrooms combine teachers as well in a team teaching style. Such a system has many advantages: it enhances relationships between teachers as well as children from both classes; it promotes an atmosphere of acceptance, focusing on similarities rather than differences; and it uses the strengths of the teaching staff to program for individual needs. Further, the pairing system can prepare students and teachers for mainstreaming. (CL)