The review papers are a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of 162 handicapped children (3-6 years old) in community settings. The major feature of the project was development of a full reverse mainstreamed preschool program, which included children with and without handicaps in the same class in a 50:50 ratio. Individual papers have the following titles and authors: "Effective Mainstreaming: A Re-definition and Proposed Model" (Sebastian Striefel et al); "Successful Mainstreaming: The Elimination of Common Barriers" (Paul Adams et al); "Mainstreaming and Teacher Competency: Some Concerns about the Adequacy of Teacher Training" (Paul Adams et al); "A Review and Synthesis of Teacher Competencies Necessary for Effective Mainstreaming" (Paul Adams et al); "Teacher Attitudes toward Mainstreaming: A Literature Review" (Trenly Yanito et al); "Mainstreaming: A New Role for the Special Educator" (Maria Quintero et al); "A Model for Integrated Preschool Classroom Service Delivery" (John Killoran et al); "Tri-Partite Model of Teacher Training" (Paul Adams et al); "A Critical Review of Parent Involvement in Mainstreaming'" (Maria Quintero et al); "Preparing Regular Classroom Students for Mainstreaming: A Literature Review" (Stacey Mott et al); "A Review of Procedures and Issues in Preschool Peer Tutoring and Buddy Systems" (Brady Phelps et al). (DB)