The documents make up the final report and executive summary of the Special Teens and Parents (STP) study which investigated the impact of certain provisions of P.L. 94-142 (the Education for All Handicapped Children Act) on 16 learning disabled secondary students and their parents. Part I of the final report describes the study design (a clinical-ethnographic methodology); and the students (in terms of both personal and educational background). Part II looks at the impact of evaluation, individualized education program (IEP), least restrictive environment, parental involvement, and procedural safeguard provisions of P.L. 94-142. A description of class environments is appended. Among the findings discussed in the executive summary are the following: although the results of the evaluation permit a precise definition of a student's learning disability, parents often did not understand what the definition meant; the STP parents viewed the IEP document with skepticism but valued the IEP conference as an opportunity to discuss other issues related to the student's total educational program, such as possible careers and post high school education; students in self contained classes perceived stigma associated with their placement although not directed toward them personally; the successful integration of the STP students into regular classes depended on type of class, academic ability and skill of the student, and motivation of the student; and disputes between parents and the school were usually resolved through an informal meeting. (SB)