Eighty-two per cent of all cases of abuse or neglect of an adult with mental retardation substantiated by the Abuse Investigation Division of the Connecticut Office of Protection and Advocacy for Persons with Disabilities over a five-year period occurred in ..the victim's residence. Chi square analyses revealed that there was significantly more abuse in institutions and group homes and significantly less in the individual's own home. Furthermore, analyses revealed that there was significantly more personal neglect in group homes and community training homes and significantly less in own homes. The results were discussed and recommendations made regarding ways of reducing abuse and neglect.To date there has been no systematic examination of the incidence of abuse and neglect of adults with mental retardation in residential settings. The majority of the literature on abuse of people with disabilities has focused on children (Dia-

A semantic differential was administered to compare the expressed attitudes of 62 normal adolescents who had considerable school contact with EMR pupils with attitudes of 62 normal adolescents who had not experienced such school contact. An analysis of variance indicated there was significant social contact effect at the .05 level. In a followup test, the social contact effect was found to be accounted for primarily by the expressed attitudes toward the concept of normal people. Suggestions are presented on how to promote attitude change among normal pupils toward the mentally retarded and other handicapped groups.

A group of 109 regular elementary educators and 35 special educators completed the Teachers of the Mildly Handicapped Skill Survey. Onehalf of each group of teachers reacted to the survey in terms of their own abilities, while the other half was instructed to respond in terms of their perceptions of the skill level of the other group of teachers.The results indicate that, while there is consonance between the self-perceived skills and knowledge of special educators and how regular educators view them, there is an apparent dissonance between how regular educators view themselves and special educators' perceptions of regular elementary teachers.Numerous factors contribute to the effectiveness of mainstreaming mildly handicapped children. Both special and regular educators affect the education of mildly handicapped students in mainstreaming programs. The skills and knowledge of both groups of teachers are important ; so also are their attitudes toward the handicapped and their views or perceptions of each other. Essentially, this study deals with the issue of role clarification for special and regular educators of mildly handicapped students. Its importance lies in the proposition that effective mainstreaming requires teachers who understand, communicate, and are able to work with each other.

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