With the passage and implementation of Public Law 94-142 the major focus of the mainstreaming venture appears to have fallen upon those children who are receiving special educational services. In this vein, the respective roles and functions of special education teachers and pupil personnel staff vis-a-vis mainstreaming have received minimal attention. Within the following article the author explores the relative contributions of such professionals to the mainstreaming experience of handicapped children. Recommendations for maximizing the mainstreaming opportunities for such teachers and ancillary staff are provided.
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