The effects of participation in school activities on personality development and school orientation of 470 handicapped (learning disabled, emotionally handicapped, and educable mentally retarded) adolescents was compared with 1,162 nonhandicapped students. Questionnaires were completed by 209 teacher-sponsors of school activities and 217 classroom teachers and by the handicapped and nonhandicapped students (both participants and nonparticipants). Data revealed that teacher non-sponsors viewed activities as more formidable and inaccessible for handicapped youth than teachers working in activities. Level of experience and expertise in special education had no effect on teacher views. Nonparticipating students indicated that did not join activities because membership was unimportant to them and activities were not relevant to their interests. Black and Mexican American Ss indicated a stronger desire to participate in school activities as compared to White Ss. Nearly all of the nonparticipants, including handicapped Ss, indicated that handicapping condition was not an important determinant of participation. Agreeing that interpersonal relations and personal growth were the most important benefits of participation, participants did not appear to differ in their outlook toward school activities by sex, ethnicity, or handicapping condition. Further, minority handicapped students did not differ markedly from adolescents in general relative to the importance of factors affecting participation. (Author/CL)