Seven articles focus on nonpublic schools as alternative providers in a service delivery system for handicapped children with particular emphasis on New York City programs. The first article, "Handicapped Education in New York State" by L. Grumet, concludes that a Special Master is needed to monitor New York City compliance, that restructuring of the funding system is necessary, and that private schools serve to develop unique and intense programs. The next article, "Non-Public Schools for Special Education in New York State--An Experiment in Alternative Education" by M. Rebell, looks at legal problems of nonpublic schools and supports greater cooperation between public and nonpublic schools. A historical perspective on the state of nonpublic special education in New York City is given in "A Tale of Two Schools Or Dancing through the Minefields Blindfolded" by M. Stiskin. The next article is by H. Marquit and is titled "Service Trends in the Developmental Disabilities in the 1980's." Marquit looks at changes in the field of developmental disabilities including service delivery patterns, legislation, relationships to other human services, resource allocations, and the potential to use nonpublic school resources. S. Broadley, a teacher in a nonpublic school, discusses in "The Challenge of Independence" how a nonpublic school can use its independence and flexibility to set standards and objectives for excellence in education, personnel training, and clinical supervision. The next article, by M. Bortner, is on "The Interdisciplinary Team as a Vehicle for In-Service Education." The final article is titled "Residential School as 'Treatment of Choice?'" (G. Burday). The author takes issue with views that see residential placement as the choice of last resort and claims that residential programming can provide more educational time, greater structure, and continuity/consistency of education and treatment. (DB)