The California State guidelines are presented for identifying, assessing, and providing services to deaf blind individuals. Chapter 1 focuses on identification with sections on definition, etiology, referral, and unique educational needs (e.g., vision, audition, behavior, daily living). Chapter 2 discusses student assessment. Sections cover: assessment purposes and personnel, formal and informal assessment, motor skills assessment, communication assessment, hearing assessment, vision assessment, psychological assessment, academic assessment, vocational skills assessment, and the assessment report. The provision of instruction and services is addressed in chapter 3. The discussion covers the special education teacher, the itinerant teacher, students/parents/guardians, special providers of designated instruction and services (e.g., orientation and mobility specialist), the school nurse, the career-vocational specialist, the psychologist, aides and interpreters, and ancillary staff in residential programs. The final chapter considers the organization and support of instruction and services. Topics examined include: regionalization, administrative roles and responsibilities, the least restrictive environment, the continuum of services, program options, caseloads and class sizes, facilities and materials, staff development, parent education, program evaluation, and network development. Nine appendixes include a self-review guide, a listing of resources for technical assistance, an inventory of assessment tools, a description of Usher's syndrome, a summary of California Deaf-Blind services, and 39 references. (DB)