The paper describes, in both English and Spanish, a data based model for providing preservice and inservice training to regular and special class teachers on procedures for teaching mainstreamed handicapped children. The model involves the following steps: (1) referral of a child by his classroom teacher for special education services; (2) student evaluation; (3) specification of an instructional objective; (4) development and implementation of teaching/learning procedures; and (5) evaluation of teaching/learning procedures and child's progress toward attainment of the specified instructional objective. The model, found to be successful in Vermont, has been used to provide technical assistance in several Central American countries, including Costa Rica, Honduras, and Guatemala. Rather than focusing on the referred student, the model, as used in Honduras, addresses group defined needs (such as better public relations in special education) as a model objective, the use of media to contact parents and others as a plan of action, and evaluation based on increased awareness and support of special education. (SW)