The basis for socially mainstreaming handicapped children as well as changing attitudes toward the handicapped are discussed; and a list of teaching activities and resources for introducing students to the mentally retarded, the visually impaired, the physically handicapped, the hearing impaired, and the learning disabled is presented. A summary is presented of some research evidence favoring special classes for the handicapped. Attention is also briefly directed to the legal basis for inclusion of handicapped students, including the following two issues: the right to education for the handicapped, and the type of placement. It is noted that since implementation of federal laws protecting the right of every child to a free, public education, expert opinion has continued to be a major force in the decision of inclusion of the handicapped. Teachers' attitudes concerning the mainstreamed handicapped child and cooperative learning procedures designed to promote peer acceptance of the handicapped child are discussed. The resource section provides lists for each handicap on simulation activities, teaching activities, trade books with a story line about the handicap, teacher materials, pamphlets, audiovisuals, and agencies that can provide additional information. The Scale of Children's Attitudes Toward Exceptionalities, which has been used for assessing children's attitudes toward the handicapped, is appended. (SEW)