The guide is intended to help teachers teach mentally handicapped children who have been mainstreamed into preschool, nursery school, or first grade public school classes. Part 1 answers frequently asked questions regarding the definition of mental retardation, realistic expectations, emotional needs, discipline, and teaching approaches. Part 2 deals with program planning, design, and evaluation. Student evaluation topics include sensory awareness, motor coordination, use of materials, sustained play, language, accumulative knowledge, frustration tolerance, initiative, interpersonal relationships, imagination, and creativity. Environmental evaluation topics (on the three levels of safety and comfort, emotional support, and the program) include elements of space-time identity, articulation, transistion, scale, community vs. isolation, privacy, territoriality, and character. Suggestions are made for evaluating materials and for beginning procedures. Part 3 focuses on implementing the program and includes descriptions of first steps toward competency (developing a self image and personal and social skills); language and communication skills (developing sensory discrimination); creative activities (music, art, and creative movement); motor development (toys and equipment, muscle development); and utilization of community helpers as resources. (BD)