“…In particular, teacher, peer, family and community attitudes all may influence the process of mainstreaming (see, for example, Alexander & Strain, 1978;Guerin, 1979;Tomlinson, 1982). Finally, it is possible to identify factors within the school setting and the educational system itself which influence the mainstreaming process, including class size (Forness, 1979), the ratio of disabled children to able-bodied peers (Hegarty, 1985), the availability of individualized instruction (Madden & Slavin, 1983), the extent of support for the class teacher (Ammen, 1984;Hegarty, 1985;Knoff, 1984), and the existence of alternative educational placement.…”