This document presents a learning model for training teachers to effectively deal with physically handicapped and mildly retarded children in their regular classroom. The modules are organized in the following fashion: Phase One; Development of an awareness of the concept of mainstreaming, of labels and their consequences, and of the psychological effects of exceptionality. Phase Two; Development of ability to use specific formal and informal assessment instruments, to identify teaching/learning styles, to do task analysis, to write objectives, and to develop appropriate reporting procedures. Phase Thre;, Application of the above skills to the teaching situation. (JD)