Recently, there has been an increased number of children with disabilities in general education settings. However, without specific support for them to adjust to the general education environment, children with disabilities often suffer rejection during their school years. They have often been rejected by their regular peers, their teachers, or the parents of their classmates. This lack of acceptance has a negative effect on not only their self-concept but also their school performance. To be effective, a mainstreaming program must make provisions for improving the social skills of children with disabilities and promoting their social adjustment. Therefore, the purpose of this article is to suggest practical strategies to support children with disabilities in the mainstream for successful social integration. In this paper, some basic strategies for preparing students with and without disabilities, general and special education teachers, and parents are suggested for increasing social acceptance of children with disabilities in the mains team. Specific instructional strategies to enhance social integration of children in the mainstream are also reviewed in terms of (1) direct teaching of social skills, (2) promoting social interaction between children with and without disabilities, (3) structuring the phYSical environment, (4) accommodations of social activities, (5) establishing social network.