A study of services to students with mild intellectual disability was conducted in two educational regions of New South Wales--Hunter and Metropolitan East. The scope of the study included students who were educated for some or all of the time in segregated support classes or in special schools or who were receiving assistance through the Early School Support Program. The study was based on a survey questionnaire completed by 68 teachers, interviews with 27 teachers, and classroom observations of 7 teachers. The study addressed teacher and class variables, integration and resources, curriculum and programming, and teaching strategies and management. The study found that: (1) 51 percent of teachers had an academic qualification in special education; (2) average class size was 13.3 children; (3) 48 percent of boys and 44 percent of girls were partly integrated; (4) social integration was seen as receiving more support than academic integration; (5) most teachers wished for more access than they were receiving to support services, particularly to therapy services and specialist facilities; (6) teachers' aide time was seen as inequitable in comparison with other special education classes; and (7) classroom observations revealed a variety of teaching techniques being used. Appendixes include copies of the survey forms, interview schedule, classroom observation scale, daily activities sheet, and weekly summary sheet. (Contains 20 references.) (JDD)