A Connecticut school's interdisciplinary team approach toward maintaining black handicapped students in the mainstream of a secondary school is described from the point of view of individual team members. The team consists of a social worker, a guidance counselor/psychologist, special education teacher, and reading specialist. The special education teacher reports that her role includes monitoring a continuum of instructional services (ranging from indirect consultation with regular teachers to one to one tutoring) and adapting traditional high school curriculum methods and materials. Attached are a list of methods of communicating and coordinating programs with regular class teachers, a suggested format for inservice presentation to faculty regarding key issues in special education today, a sample case study, and a list of alternative teaching techniques with secondary students. The counselor comments on her involvement with the Planning and Placement Team, identification of pertinent information for the regular teacher, individual and group counseling sessions, and the maintenance of high visibility. The school social worker reports on his activities providing casework and group work services directly to children with problems and serving as a liaison with community resources. The reading specialist sees her role as helping the student meet the mainstream teachers' weekly objectives and individualized reading skill development. Sample teacher plans, weekly course plans, a content reading questionniare, and an outline of study techniques are attached. (DB)