Eight papers on the diagnosis and treatment of handicapped children comprise proceedings of a conference for Directors of Special Education, past and present Regional Resource Center Directors, and the staff of the Bureau of Education for the Handicapped. E. Martin explains the rationale of Regional Resource Centers. A systems analysis of the client, the problem solving process, and the change agent is provided by R.G. Havelock. M. Meeker's discussion of a paradigm for diagnosis of cognitive functioning in special education is illustrated by profiles of various handicapped groups. L. Mann arrives at a primarily negative view of cognitive training after reviewing the history of ideas of cognitive functioning and considering issues related to current cognitive training programs. J. Tucker's analysis of ways to meet the needs of emotionally disturbed children supports such conclusions as that education should consider including additional programing in the areas of emotional import. D. Sabatino examines sensorimotor diagnosis of the visually or aurally handicapped, children fixated in the sensory-motor period of development, and children who have mutliple handicapping conditions in relation to such concerns as the usefulness of diagnostic findings in planning curriculum. Sensory motor treatment for severely and profoundly retarded children is the topic of J. Jones' presentation. Human ecology and human care are discussed by W. Rhodes. (GW)