The document reviews the technical assistance process used by TADS (Technical Assistance Development System), a project to provide support to HCEEP (Handicapped Children's Early Education Program) demonstration projects serving young handicapped children and their families. Chapter 1, by P. Trohanis, focuses on a number of questions that people interested in using technical assistance in education should ask: what are the functions of a technical assistance (TA) system? how does TA work in education? what fields of inquiry have had an effect on the operation of present-day TA systems? how do I plan or refine a TA system? how has TADS structured its work with clients? and what has helped TADS achieve success? In chapter 2, T. Black et al. consider the concept of needs assessment in terms of what has been learned at TADS. The discussion is organized around three major topics--definition of needs assessment, development of needs assessment processes, and an example of needs assessment procedures. The focus of a third chapter (by P. Trohanis et al.) addresses the process of arranging for consultants to assist clients in terms of the different kinds of consultation; the skills involved, and the problems in the process. In a final chapter, T. Suarez and P. Vandiviere describe the technology behind evaluation according to a general model which involves three focus points (purpose of the evaluation, audiences and their information needs, and nature of the program being evaluated) and five design components (including evaluation questions/criteria and data collection procedures). Appendixes contain sample forms developed at TADS to evaluate TA services and a list of publications on TA developed under the auspices of TADS or its staff. (SW)