Eight papers examine issues in providing special education services to young native American handicapped children. B. Ramirez and J. Walker ("Background, Rationale, and Overview to Early Childhood and Special Education Services for Indian and Alaska Native Children'" consider the needs of young children as well as such special program aspects as culture and tribal involvement. In "Strategies for Screening, Assessment, and Diagnosis," W. Swan and J. Walker discuss principles and systems for meeting federal requirements in child evaluation programs. G. Weaver ("Planning for Individual Child Services'" reviews the development and content of individualized education programs (IEPs). Four levels of parent involvement are identified by M. Johnson, "Parental Involvement: A Vital Preschool Program Component." Advantages and disadvantages of different service delivery systems are focused on by J. Caldarera and L. Guidera in "Planning for and Implementing Specialized (or Related) Services." Twenty-one brief program descriptions are presented by D. Ridgley ("Selected Programming Alternatives for Serving Young Handicapped Children')" P. Trohanis provides guidelines for "Designing an Inservice Training Program." In the final paper, "Managing the Planning and Implementation of Preschool Programs," P. Trohanis reviews the use of problem solving and decision making processes, discusses preplanning activities, considers the impact of overall philosophy and goals, and describes program operation according to 10 components. Among seven appendixes are a sample IEP and a sample interagency agreement. (CL)