A mainstreaming project was carried out in Toronto, Canada, in which four deaf students, ages 5 through 8, were integrated into a classroom of hearing students in grades 1 and 2, for 1 hour, 5 days a week, to participate in a writing program adapting the Graves-Giacobbe process writing model outlined in Donald Graves'"Writing Teachers and Children at Work." Both groups of children participated in all aspects of the writing program: writing, peer conferences, class conferences, mini-lessons, and sharing of finished pieces. Both teachers participated; the teacher of hearing-impaired students acted as both a teacher and a sign language facilitator. Both groups of students increased in their ability to express ideas in written form. It was discovered that no adjustments had to be made for students with hearing impairment to participate in peer conferences; they were able to confer effectively through their sign facilitator. Another discovery was that the hearing-impaired student's movement through developmental steps in spelling paralleled that of hearing students; both groups moved from early phonetic stages through transitional stages to the conventions of standard spelling in the same way. Samples of student writing at the different stages of writing development are provided. (BRM)