The paper provides guidelines on inservice educational needs of regular education teachers in the area of identifying and referring handicapped children. Educators need to look at solutions for the hard-to-teach child other than referral to special education, such as using specialists to assist regular teachers, clarifying the roles of regular and special educators serving mildly handicapped students, and using pre-referral intervention systems. Specific suggestions regarding the purpose of inservice, establishment of inservice committees, conducting a needs assessment, programming, and evaluation are offered. (DB)