This practicum employed a systematic series of activities to assist special education middle school students (n=16) in making successful transitions from special classes into regular classes. Students were identified as either gifted-handicapped or communication disordered. Weekly class meetings were held in which general social skills issues were discussed, role playing techniques were used, and specific social skills were taught. Parents were encouraged to meet, and information about social skills development was provided to them. Results included: (1) students developed new, age-appropriate social skills; (2) students made new friends both in special and mainstream classes; (3) school staff increased their contacts with each other; (4) teachers and parents reported improved student behavior; (5) suspensions for inappropriate social behaviors in school dropped substantially; and (6) students' self esteem grew. Five appendices provide additional detail, including a chart for determining changes in students' social skills, examples of social skills development materials used, examples of social skills rating scales and skills development materials for parents, and charts for determining changes in students' friendships. (Contains 35 references.) (Author/DB)