A 4-year research project involving 342 handicapped and 202 nonhandicapped children (in grades 1 through 6) was conducted to determine the practicality and impact of assigning special educators to support regular classroom teachers (the stratistician-generalist model). Examined were the following variables: teacher ratings of the student; student perceptions of himself; student perceptions of the classroom climate; achievement test scores; and student's grade level, sex, and classification as handicapped or nonhandicapped. Pre- and posttesting was conducted on students in schools with stratisticians only, in control schools without stratisticians, in schools with resource rooms, and in schools with a combination stratistician-resource room. Among findings were that academic differences between handicapped and nonhandicapped students were not lessened with stratistician involvement, nor were the academic differences between handicapped with and without stratistician help significantly different; that handicapped students in the stratistician-only schools perceived the least cognitive emphasis and variety in their programs; and that students associated with the stratistician program indicated they were less lonely and perceived less classroom misbehavior and unhappiness than students in the other programs. (SBH)