Ideal mainstreaming conditions were compared to ideal resource conditons for science and art instruction of 21 deaf students (10-13 years old). Results of nonverbal interviews, teacher observation and opinion surveys of nonhandicapped children indicated that gains in science knowledge were not significantly different for the resource and mainstreamed students; response of normal peers to the science and art programs was generally favorable, with younger students more uneasy about the presence of handicapped children than their older peers; and deaf students engaged in interactive learning experiences in either situation. (CL)