The purpose of this guide is to help home economics teachers facilitate the mainstreaming of handicapped students. The first section provides an overview of mainstreaming, including legislation, least restrictive environment, and role of the vocational teacher. It also discuses five areas of educational needs for handicapped students: socialization skills, positive self-concept development, experiencing daily living activities, developing independence, and employability and occupational skill development. The next section deals with eight disabilities: (1) chronic illness, (2) deafness and hearing impairments, (3) immobility, (4) incoordination, (5) limited energy, (6) limited use or loss of hands, (7) mental retardation, and (8) visual impairments. Definitions, characteristics, problems encountered in the classroom, and suggested teaching and learning strategies for minimizing students' handicaps are noted to promote better understanding of each disability. The next section contains nine guidelines suggested by teachers of handicapped students to serve as a basis for establishing effective programs. A glossary of terms as well as lists of resource materials and selected national, state, and local resource agencies are appended. (YLB)