Reviewed are research findings on special class placement for educable mentally retarded children and proposed are administrative and curricular alternatives. Research on special class placement is described as inconclusive and relying on untested assumptions. Normalization and individualization are seen as underlying principles in assigning children to alternative specialized services. Administrative arrangements (such as non-graded and resource classrooms), instructional materials (including programed materials and teaching machines), and personnel roles (such as paraprofessionals and diagnostic specialists) are considered influential program factors. Profiled are four alternative programs, including the Harrison Resource Learning Center and the material prescription retrieval system of the Educational Modulation Center. Emphasized are the needs for general educators to become more accommodative of individual differences and special educators to implement educational alternatives based on sound research and clearly defined goals and objectives. (CL)