Intended primarily for regular education teachers, the book discusses the education of mainstreamed children with emotional, learning, and behavior problems. The first section addresses some of the critical issues that have to be taken into account in designing services for such children, including determining goals, defining the population, and defining mainstreaming. The second section deals more specifically with service model and instructional methods which have been found useful with mainstreaming, focusing on such aspects as behavior modification, basic skills, and evaluation of methods. Conditions and characteristics found conducive for succesful mainstreaming include state education agency sanction, placement alternatives, flexible organization, administrative sanction, professional sanction, support systems, pupil progress and program monitoring systems, classification bases, low profile services, teacher assistants, peer and cross age tutoring, parent involvement, staff development, teacher competencies, and time and patience. The appendix describes 12 mainstreaming programs around the country. (DLS)