Five papers discuss issues arising from the Minority Issues Inservice Program, a program to provide inservice training to teachers dealing with minority handicapped children in mainstreamed or other special education settings. The first paper, by C. Greenwood, describes activities of each of the three years of the ongoing program including reviewing the literature and preparing a synthesis of minority issues in special education (Year 1); preparing program materials such as a filmstrip-cassette information kit, the principal's inservice training workshop manual, and material workbooks for teacher trainees (Year 2); and implementation of training in 20 school buildings in Kansas City, Missouri (Year 3). A second paper, by D. Preston, looks at the Characteristics and Learning Styles of Minority Group Children with sections on cultural perceptions and values, socioeconomic background, verbal and cognitive abilities, the contribution of IQ, sensory modalities, trait theory, mastery learning, direct instruction, and increasing opportunities to respond. A paper on "Educational Objectives and Curriculum for Minority Handicapped Children" by V. Hughes looks at the effects of cultural factors on the education process, the significance of schools and teachers in interacting with minority handicapped students, ways to work within the existing curriculum, the need for teacher awareness of teaching strategies in relation to cultural diversity, and efforts of the Minority Issues Inservice Program to inservice training of teachers. P. Yuen, in a paper titled "Educational Barriers of Minority Handicapped Children," identifies the following types of barriers: language; different culture and value systems; labels, stereotypes, and expectancies of teachers; physical barriers; instructional media and role models; and school policies. The final paper, "Community Awareness and Resources" by W. Critchlow, examines the importance of knowledge of community resources for the classroom teacher; the importance of community awareness to students, parents, and other members of the community; results of a survey of community resources in Kansas City, Missouri; and the reasons that minority members do not utilize available resources. (DB)