Suggestions to facilitate the reentry of the disabled student into the regular classroom are offered, and information on resource materials is presented. A chart lists mainstreaming materials for the normal child, children's books about handicaps, and teacher resource materials, along with the publishers' addresses, type of handicap, type of publication or audiovisual, grade level, and cost. The narrative section of the document discusses provisions of P.L. 94-142 and presents an interpretation of what mainstreaming is/is not. Additional contents include: 14 guidelines for integrating the exceptional child into the regular classroom; a list of procedures to analyze inservice staff needs; topic-centered and problem-oriented inservice objectives; and information for planning, organizing, and conducting inservice sessions. Examples are cited of fears, misconceptions, and attitudes that mainstreamed and nondisabled children have, along with examples of possible teacher responses. The following areas are also discussed: team roles regarding placement and instructional programming, and successful implementation and maintenance of the Individualized Education Program. An outline of modifications in the areas of instruction, materials, and environment is included to promote academic integration of the exceptional child. A sample student information form is presented as a guide to structuring a consultation session. Another form, designed to provide for on-going communication between the regular class teacher and support personnel, is included. (SEW)