Schools have fostered a strong tradition of separatism in services, personnel, and settings between regular and special education. This tradition of separatism cannot easily or quickly be displaced, nor can one of shared professional responsibility be easily established. This volume contains papers dealing with the problem of building such a tradition. In "Teaching the Handicapped in Secondary Schools: An Historical Perspective," Thomas M. Stephens and Vikki F. Howard discuss the tradition of separatism in the schools and societal attitudes toward the handicapped. Specific ways in which secondary schools can move toward a tradition of shared responsibility are considered. Patricia L. Reed, in "Preparing Regular Secondary Personnel to Help Make Mainstreaming Work," proposes that shared responsibility can be promoted through the use of a congruent set of special education concepts and practices in the preparation of secondary school teachers, administrators, and supervisors. The role of counselors in building the new tradition is examined by Mary Ann Stibbe, Loviah Aldinger, and Reemt R. Baumann in "The Role of Counselors in Implementing P.L. 94-142." In "The Irony of Modern School Reform," Joseph Watras suggests that the new tradition may only reinforce a more dangerous type of separatism unless sufficient thought is given to what makes up good education. (JD)