Based on the experiences of the Neshaminy School District (Pennsylvania) in developing and providing inservice training for regular and special education teachers involved with mainstreaming gifted and handicapped children, the manual presents a general guide for setting up and providing specific materials and activities for mainstreaming inservice programs. Teacher competencies related to mainstreaming are discussed in terms of attitudes, knowledge, and skills. Aspects of inservice program administration examined include who presents the programs, what is presented, and what materials are to be utilized. Eight specific program activities are described, covering such facets of mainstreaming as profiling the handicapped learner, learning style and informal diagnosis, prescriptive teaching, evaluating the mainstreamed learner, accommodation in the regular classroom, districtwide special education, how it feels to have a handicap, and procedures for the integration of handicapped students. Program evaluation is also covered, and additional sources of information are provided. (DLS)