A guide is designed for elementary school teachers with handicapped students in their classrooms. Seven sections comprise the document. Section I discusses the implications of mainstreaming for classroom teachers. Discussed are 1) the physical and social isolation of the handicapped students in the 1960s; 2) the impact of Public Law 94-142 which underscores the rights of these children to public education in a setting which includes children who are not handicapped; 3) practical and ethical considerations; and 4) identification of the handicapped. Section II lists social studies goals for the handicapped learner relative to knowledge, skills, values, and social participation. Section III discusses social studies instruction for handicapped students with learning disabilities, hearing impairments, emotional handicaps, visual impairment, speech and language disorders, and physical disabilities, and for those who are mentally retarded. Section IV provides methods of assessing achievement in relation to the goals stated in Section II. Section V discusses providing for individual differences by listing sources of help for teachers (peer tutors, cross-age tutors, and volunteers) and strategies such as grouping. Section VI suggests teaching "regular students" about handicapping conditions through learning experiences, children's books, films and videotapes, and simulations. A brief list of resources is provided. The final section presents evaluations of social studies textbooks and federally funded curriculum projects for the handicapped. Related resources available from ERIC and Exceptional Child Education Resources (ECER) are listed. (KC)