Six presentations and a discussion summary are included from a 1981 symposium on educating handicapped infants. N. Johnson, "Assessment in Infant Education: Paradigms and Problems," notes shortcomings in current assessment approaches and addresses the importance of diagnosis, identification of educational goals, and evaluation of child progress and program effectiveness. K. Jens proposes in "Alternative Stragegies for Assessing Development in Young Handicapped Children" to provide a list of developmental markers that are valid, reliable and capable of assessing students for whom traditional measures are inappropriate. Obstacles to staff-parent partnership are identified, and suggestions for enhancing that relationship are given by A. Honig in "Working in Partnership with Parents of Handicapped Infants." L. Phillips provides an administrator's perspective in "Administering Programs for Handicapped Children from Birth through Three," while D. Whitehouse provides a physician's view in "Medical Implications of Early Recognition." Whitehouse covers the neurological examination and lists high risk behavioral patterns. A summary of symposium discussions addresses such issues as program support in times of budgetary problems, transportation, and efforts to identify and follow up at-risk children. A final paper by D. Walker reviews "Trends in Education for Handicapped Children from Birth to Age Five," including increased awareness that collaboration must take place at many levels, and of arrangements for cost sharing at state, local and federal levels. (CL)