This study examined the definitions of mainstreaming handicapped students into the regular classroom by a variety of people involved in the process and within a single setting. Each participant's definition of mainstreaming was gathered through a qualitative research design, including both interviews and observations. The people involved in this case study included the handicapped student, his parents, one peer, the Regular Education Teacher, the Special Education Teacher, the Guidance Counselor, the Assistant to the Director of Pupil Personnel Services, the Director of Pupil Personnel Services, the Assistant Principal, the Principal, and the Superintendent. The reporting of the data began with a description of each participant. The interview and observation materials are presented first with regard to how the participants defined the terms "handicapped" and "mainstreaming." Results then move on to a presentation of the themes which were identified in the data. These themes included the topics of respect, support, and communication. These themes were noted both in the interviews and the observations. The assertions of these themes are then presented. They include empowerment, proactive education for the learner, and conflict management. After a secondary analysis of the data, the critical components of an effective mainstreaming program were identified. Also integral to the findings of this study was the value of the "whole," interpreted as important in two ways. One was the value of educating the whole child. All professional staff stressed the importance of nurturing the child's emotional growth as well as academic needs. The second valuable "whole" refers to the overall successful combination of roles that each participant represents and how all participants work well together within the group to represent the process. A positive tone prevailed throughout this case study. In comparison to the literature review, this study documented what IS important and what DOES work. Research has documented what is lacking. This study provides insightful information upon which others can reflect when analyzing personal experiences and attempting to program plan an effective mainstreaming program of one's own.

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