The response of the Teacher Corps project schools to the mandates of P.L. 94-142 (the Education for All Handicapped Children Act) is reported. Changes in school based organization and management stemming from the legislation are divided into three categories: (1) general school types of procedures, including such areas as evaluation and assessment of the individual student's program and progress and evaluation of home/school relationships; (2) intervention team types of procedures, among which are such practices as team selection and better utilization of personnel; and (3) special education types of procedures, which initiate due process, formulate the individualized educational programs, format program implementation, and establish progress reporting. Implications for the teacher corps are considered in the areas of staff development and the determination of school needs. (PHR)