The report describes accomplishments of a study of factors affecting the education of handicapped Papago children and youth. An investigation of procedures for identification, diagnostic evaluation, and placement within the reservation public schools, the Bureau of Indian Affairs School system, and the Papago Tribe's Department of Education was conducted. Study methods included analysis of questionnaire data and interviews with service providers and parents of Head Start handicapped children; and surveys of the records of 19 randomly selected students in tribal, state, and federal school programs. Results are reported according to six project objectives regarding the following topics: (1) problems in identifying, assessing, and placing Indian children with handicaps; (2) alternative solutions to identifying and serving handicapped children with respect to the roles of agencies, teachers, and parents; (3) evaluation of screening, evaluation, and placement; (4) attitudes of parents; (5) learning preferences of children; and (6) a training model for paraprofessionals who conduct pupil assessments. Among project accomplishments described are the continuation of an effective interagency council and identification of staff needs for further inservice training, use of assessment measures accommodating for language diversity, and practice in developing Individualized Education Plans. Among extensive appendixes is a parent manual regarding special education for native American children. (CL)