Responses and changes made, in answer to the passage and implementation of the Education for All Handicapped Children Act, to preservice and inservice teacher certification patterns and requirements and program approval standards for teacher preparation programs in the United States are described in this report. Part 1 is an analysis of the teacher education program approval standards developed by the National Association of State Directors of Teacher Education and Certification and adapted by a number of states. This analysis focuses on those provisions related to training of regular classroom teachers to teach both handicapped and nonhandicapped students in the same classroom. Part 2 contains survey information from 50 states relative to state program approval standards, certification requirements, and other policies and practices enacted to ensure that educators have the knowledge and skills to work with handicapped students in the regular classroom. Also included is an analysis of these findings. Part 3 contains a brief review of how the measures were passed and of the groups most instrumental within each state in getting the measures enacted. An appendix lists certification offices of state education departments. (JD)