The practicum report describes inservice training to increase mainstream elementary teachers' (N=15) awareness of the ramifications of having an emotionally handicapped child in the regular classroom through increased knowledge of the Individualized Educational Plan (IEP) and its guidelines and procedures. The inservice program was developed and implemented by the special resource teacher for emotionally handicapped children and covered behavior management approaches and alternative interventions for use with emotionally handicapped children in the mainstream. The multifaceted program involved classroom observations; individual conferences with the teachers, principal, and guidance counselor; as well as monthly individual direct assistance inservice training focusing on such topics as the following: causes of emotional disturbance, behavior patterns of the emotionally handicapped, philosophy and legal basis for mainstreaming, current implications of Public Law 94-142, referral and screening, parent rights, recordkeeping, the IEP, and behavior management. A major portion of the document consists of appendixes including the pre- and post-intervention instruments, the Student Daily Completion Sheet, conference documentation forms, the classroom teacher problem-observation form, behavior management suggestions, and available resources. (DB)