The final report describes a study in which two teacher training methods--workshop and direct assistance in the classroom--were examined for their effectiveness in increasing positive attitudes of regular class elementary teachers toward mainstreaming of learning disabled and emotionally disturbed children. It is explained that two faculties were helped by a resource specialist to deal with handicapped children in the classrooms, and one faculty participated in a workshop series conducted by resource specialists. Among results described is that the direct assistance group demonstrated significant differences in attitudes while the workshop group demonstrated no significant differences in attitudes. Implications for theory and practice are reviewed, and appended is a discussion of the California Master Plan for Special Education. (CL)