The author suggests ways in which the field of special education, specifically for mildly handicapped students, must reexamine its role and functions in light of budget cuts and threats of deregulation. He asserts that mainstreaming efforts must be reevaluated to assure that special education remains a part of general education in the community. Effects of increased class size and fiscal constraints on teachers' reluctance to accommodate differences in the classroom are noted. It is also suggested that regular classroom teachers need support in adapting curricula, technology, and presentation style. The importance of including the mildly learning disabled student in integrated rather than isolated school experiences is emphasized. (CL)