The purposes of the survey conducted of the special education classes in Scarborough, Ontario were to provide information describing academic achievement and personal and social adjustment of students in special classes, and to investigate parents' attitudes toward special class programs. Of the 789 students enrolled in 11 kinds of special classes, 102 randomly selected students from Behavioral, Opportunity, and Perceptual classes and the 46 students enrolled in Multiply Handicapped and Special Primary Opportunity Classes constituted the sample. School marks were obtained, teachers filled out a personal and social adjustment inventory and questionnaire for each student (the latter indicated the extent to which special class students were included in regular school activities), and parents filled out the personal and social adjustment inventory and answered questions concerning their feelings toward and evaluation of special classes. Academic achievement (teachers' evaluation) by subject for students in each class was compared to normal grade level achievement, and it was concluded that the great majority of children were making better progress than would be achieved in regular classes. This was true for social aspects of learning as well as academic learning. Most parents were strong supporters of special classes. (KW)