Two studies on reintegration of behaviorally disordered (BD) students into general education classroom are presented. Part I, by S. Huntze, considers five basic assumptions underlying the concept of reintegration and the following five areas that need to be considered when matching student and classroom environment: physical setting, academic programing, teacher-student interaction, peer attitudes, and personnel attitudes. In addition, five phases of the reintegration process are examined: (1) information on student/environment fit is incorporated into the individual education plan (IEP); (2) classroom selection is made at the time of the IEP staffing; (3) the student is kept involved in the general class environment; (4) the time the student spends in the general education classroom is gradually increased; and (5) the student achieves the exit criteria, and reintegration becomes total. Questions to ask when gathering information about the teacher-student verbal interaction variable are included. Part II, by R. Werner, Jr., describes procedures and concepts helpful to special education personnel in planning for the re-entry of BD students from a restricted, separate placement into the regular school program. Attention is directed to systematic planning by the special education teacher, preparing the parents, preparing the regular class teacher, and preparing the student. It is emphasized that the special educator should prepare written descriptions of the history and current status of the BD student to aid the general education teacher. Examples of various formats for reporting this information are included. (SEW)