This booklet defines mainstreaming procedures through brief responses to questions on: students that should be mainstreamed; the most effective time for mainstreaming a student; why mainstreaming is effective for children with special needs; and how the move from special education to regular class placement can be facilitated. Profiles are presented of specific experiences of regular teachers in dealing with disabled children in their classrooms. A checklist is provided for identifying seven areas in which learning problems may occur: (1) motor development; (2) visual perception; (3) visual motor (4) spatial organization; (5) regulation behavior; (6) language development; and (7) personality development. A copy of a special education mainstreaming form used to report student progress is included. (JD)