Development and Special Education of Nodern //-

dorsement from the U.S. Office of Education should be inferred. A follow-up telephone survey of regular educa-tion students who had taken a course on mainstreaming handicapped students was con-ducted. The purpose of the survey was to deter-mine the perceptions of graduates regarding the usefulness and effectiveness of the course and to solicit their suggestions for changes in the course. The results of the survey are reported and the implications for the preservice training of regular educators in mainstreaming competen-cies discussed. Public Law 94-142 and its key provisions of free appropriate public education, least restrictive en-vironment, individualized education plans, non-discriminatory evaluations, and parental par-ticipation call for a reform in the organization and structure of teacher education (Corrigan, 1978; Grosenick & Reynolds, 1978). One group of pro-fessionals especially affected by these provi-sions is regular educators, who are increasingly expected to teach handicapped learners in their classrooms. Unfortunately, empirical studies, surveys, and expert opinion strongly suggest that regular classroom teachers do not have the necessary knowledge and skills to carry out the tasks required or implied by the law (Blietz &amp