Abstract
In conclusion, as early childhood teachers prepare to meet the “unknown” —mainstreaming—the early childhood community has an excellent opportunity to benefit from both past experiences and the research literature on mainstreaming and teacher change. This work suggests that teachers' feelings and attitudes about mainstreaming must be addressed in dynamic relation to their needs for information and skills as these change over time. Teachers, directors, and teacher educators need help in understanding that teachers' development and the development of the children they teach are inextricably linked. While these concepts have been explored previously, it is imperative that practitioners at all levels recognize their relevance at this critical juncture in the implementation of P.L. 99–457 and consider new and creative ways to translate them into practice.
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