Provided are special education guidelines (revised 1974) for exceptional (handicapped or gifted) American Indian and Alaskan Native children from birth through age 25 years in schools operated by the Bureau of Indian Affairs (BIA). Reviewed are broad philosophical guidelines emphasizing individualized instruction, objectives such as decreasing school dropouts and providing biennial reevaluation, policies for special education support by local agencies and BIA central and area offices, and screening and assessment procedures which focus on such areas as early educational intervention and parental approval. It is stressed that the categorical descriptions and program placement suggestions offered are for administrative planning (not for labeling purposes) in the following areas of exceptionality: mental retardation, aural handicaps, speech-language impairment (including students with limited English), visual handicaps, social-emotional maladjustment, physical or health impairments, learning disabilities, multihandicaps, the homebound, and the gifted. Listed are preparation and duties of professional personnel, and general suggestions are offered in regard to curriculum and use of materials and equipment. Accountability is explored in terms of program structure, student analysis and appraisal, and assessment of objectives. Also mentioned is the need for public relations information efforts. (LH)