The manual contains a survey of literature on the resource room approach to mainstreaming for educable mentally retarded children. Intended to facilitate educational planning in New Jersey, the manual reviews research on such topics as the historical development of special education services; admissions procedures; the impact of judicial decisions that reflect changing attitudes toward special education programing; and mainstreaming issues, including the efficacy of special class placement and the effects of labeling. The inconclusive nature of research findings concerning special placement is discussed, and the resource room as an alternative instructional model is explained. (LH)