Abstract“Mainstreaming” legislation requires that special needs students participate in regular classroom activities to the extent possible. Studies indicate, however, that, neither parents, peers, nor professionals may be expected to hold positive attitudes toward these students or be competent providers of positive growth experiences. Existing evidence supports the need for comprehensive training programs for these groups which provide an interface between their experiences with special needs students and an introduction to new knowledge. School psychologists should assume a leadership role in development and implementat