In this seven-section document about special education curriculum and training for regular educators, pertinent factors involved in the placement and treatment of exceptional students in regular classrooms are presented. Teachers' responsibilities in a mainstreamed classroom are clarified, and guidelines are offered for successfully meeting them. Section A deals with appropriate instructional objectives and content for students with the handicapping conditions of: mental retardation, deafness, orthopedic and other health impairments, emotional disturbances, visual and speech impairments, and specific learning disabilities. Statements outline the general program thrust for the development of Individualized Education Programs (IEPs), which can be adapted to unique student needs. Adjustive and adaptive goals in special education, for each of these handicapping conditions, are outlined. Section B presents an outline of the Education of All Handicapped Children Act (Public Law 94-142). An explanation is given of the features of IEPs and their development and implementation. A sample is included of a completed IEP form. In Section C, the assessment of exceptional children is covered. Examples of ways to screen for instruction and referral, sources and uses of information for special education placement, standardized tests commonly used for psychological evaluation, and notes on diagnostic prescriptive teaching and task analysis are included. Academic strategies are presented in Section D, including reading strategies, screening strategies for developmental dyslexia, a kinesthetic method of teaching words, factors influencing ease/difficulty of handwriting tasks, mathematics strategies, and curricular adaptations for the mildly handicapped secondary student. Section E discusses methods for behavior management and covers classroom behavior, study hall behavior, reward systems, and elimination of undesirable behavior. Career education for the handicapped student is discussed in section F, and section G offers advice on working with parents. (JD)