The digest addresses, in question-and-answer format, ways to promote peer acceptance of handicapped students. Topics covered include the effects of first impressions on nonhandicapped students and the impact of physical proximity, and the nature of interdependence among students' learning goals and rewards as structured by the teacher. A comparison of the dynamics of a cooperative learning situation and a competitive or individualistic one highlights the ways in which a cooperative situation fosters an atmosphere of trust and higher valuing of classmates. Regular class teachers are urged to teach social skills by carefully planned modeling programs in which accurate information about handicaps replaces fears and prejudice. The importance of teaching handicapped students such skills as accepting responsibility for their actions, following instruction, and resisting peer pressure is stressed. The digest concludes with a note on the importance of individualized instruction for basic skills, time management, study habits, and other skills. An attached bibliography lists 25 sources on the topic. (CL)