Current screening and diagnostic practices for identifying young handicapped children in Minnesota were surveyed. Information was gathered on the populations served, the professionals and tools employed in screening and diagnosis, decision criteria, and the perception of gaps and duplications in services. The results indicated a heavy reliance on a limited number of instruments for screening, even though the technical adequacy of several of the instruments is questionable. The special educator, in most cases, was the professional most often involved in conducting assessment in the developmental areas. Findings suggested the need to examine how the types of personnel involved in screening influence results and the extent to which duplication actually exists or is only perceived to exist. The need for a policy solution to the problem of promoting cooperation and coordination among agencies is stressed. (Author/CL)