The final report describes the results of the first year of a 3-year project investigating the effects of using handicapped students as tutors. Detailed descriptions are provided of two main experiments in which learning disabled and intellectually handicapped students tutored students from the regular classroom in sign language and reading. Both parents and teachers were overwhelmingly positive, citing the dramatic increase in reading ability by both tutees and tutors and the increase in feelings of self-worth among handicapped tutors. Two other experiments that featured learning disabled and behaviorally disordered students as peer and cross-age tutors are briefly discussed. Findings on individual progress charts and pre-post test gains indicated that handicapped students can be quite potent as tutors of other handicapped students. Findings of all four studies indicated that both tutors and tutees experience growth in the topic tutored, that socially isolated handicapped students often experienced increased social acceptance as a result of tutoring nonhandicapped peers, and that parents, teachers and tutees perceived reverse-role tutoring as an effective intervention strategy in special education. Extensive appendixes include interview guides, rating scales and checklists, forms, and a literature review. (CL)