The second of two documents designed for training paraprofessionals to work with moderately and severely/profoundly handicapped students, the teacher's guide presents information on preservice and inservice education. Preservice information to be read by the paraprofessional touches on the following topics (sample subtopics in parentheses): instructional associate's role (forming a good working relationship); advocacy (history of treatment of the handicapped, prejudice, current trends); student characteristics (causes and nature of handicapping conditions); and school programs (personnel, classroom procedures). Part II, on inservice training, contains information and suggested activities on classroom management (including establishing positive human interactions), and the instructional process (assessment and programming). The next six instructional units provide case examples for skill development in the following areas (sample subtopics in parentheses): motor skills (reflex movement, prosthesis, adaptive equipment); communication skills (hearing adaptations); social skills (development of identity); functional academic skills (developmental writing, classification, numeration); personal autonomy skills (feeding, hygiene); and home and community living skills (supportive services, prevocational skills, safety skills). (CL)