This issue of "Insights Into Open Education" investigates various aspects of the problems and potential of mainstreaming handicapped children into the regular school program. Brekke, in an article entitled "How Can Teachers Begin to Meet the Special Needs of Mainstreamed Children in the Regular Classroom?" asserts that teachers must concentrate on student abilities rather than disabilities and should work for parent involvement in the mainstreaming process. Harlow, in "Mainstreaming Differences," describes three relational patterns (survivor, adjustor, encounterer) and discusses the capacity of the classroom to respond to the requirements of each relational pattern as it might be expressed by a mainstreamed child. Lindquist, in "The Classroom Teacher is the Key: Mainstreaming for the SLD Child," discusses the special instructional and evaluation needs of the specific learning disabled (SLD) child, and discusses basic principles useful in effecting learning in those areas of language in which the disability is manifest. "Adaptations That Can Be Made for the Visually Handicapped Child in the Regular Classroom" are discussed by Olson, and suggestions are included for both partially sighted and blind children. (MJB)