The report describes an Iowa project designed to identify reasonable accommodations for learning disabled students in regular secondary classrooms and to develop strategies for implementing classroom modifications. Project activities consisted of: a review of the literature on mainstreaming and classroom modifications; development of a descriptive list of modifications; organization of modifications into the three areas of classroom environment, evaluation, and instruction; a survey of 278 Iowa secondary education teachers to determine teacher perceptions of the reasonableness of the modifications and accommodations; and development of various staff development strategies for promoting and facilitating reasonable modifications. Survey results for the three areas are reported for the total teacher population, for teachers of English, mathematics, science and social studies and for others such as career and vocational education teachers. Project recommended reasonable accommodations are then listed for each subject area. Finally, six inservice staff development plans using the lists of accommodations and modifications are outlined based on the following models: general inservice, staff development at the building/department level, teacher utilization at the pre-referral/referral stage, teacher/consultant, teacher self development, and administrative/teacher utilization. Appended are the full survey form and a statement on the definition and characteristics of students with learning disabilities. (DB)