Presented are 14 analytical papers and/or narratives of selected elementary school programs that focus on changes in legal constraints, teacher preparation, instructional arrangements, and accountability procedures occuring in the movement to mainstream mildly handicapped children into regular classes. Two papers focus on the concept of advocacy with discussions on legislation and attributes of teachers for mainstreaming children. Among four advocacy programs described is a kindergarten/early childhood education program in North Carolina. Roles and strategies of teachers for individualization are examined in five descriptions of programs such as crisis resource training program at George Washington University (Washington, D. C.). Discussed in three papers are aspects of accountability such as an integrated behavioral systems model for education. Expressed as common to all the presentations is the following point of view: that handicapped children can be maintained in the mainstream when the educational goal is primarily concerned with all children's learning capacities and unique learning styles in a child-centered environment. Included are a review of the literature and an annotated bibliography of approximately 100 publications giving information pertinent to the issues and programs described. (Author/MC)