Discussed is the use of minimum behavioral objectives to provide evaluation of special education in regular classrooms. Literature which supports the mainstreaming of moderately handicapped children is reviewed briefly. Application of the behavioral model of education on the community level is considered in terms of the basic skills which comprise essential education and the accountability of professional educators. Handicapped children are viewed as those eligible for special services involving changes in the teaching/learning environment. Five assumptions (such as the accountability of the school and community for the child's acquisition of skills) which undergird the concept of minimum objectives are explained. Suggestions are given for developing systems of minimum objectives for student progress within a school year and over a period of years. Use of intervention to accelerate rate of mastering minimum objectives is described, and its application with a 12-year-old girl deficient in math skills is explored. Pointed out is the usefulness of minimum objectives systems in determining eligibility for special education services, in evaluating the effectiveness of those services, and in determining when a child no longer requires special services. Attention is also given to the benefits of a minimum objectives system for gifted students and to the challenge of developing objectives for social behaviors. (LS)