Professional assessment of mental retardation (MR) and learning disabilities (LD) is crucial to the implementation of P.L. 94-142 because it necessarily precedes the employment of trained teachers and because a plan for remediation depends on accurate assessment. Intelligence is a key element in the identification of MR-LD, but competent, fair assessment of handicapped Indian children and an accurate measure of their intelligence depends on culture free testing. With most intelligence tests in use, such as the Stanford Binet and the Wechsler Adult Intelligence Scale (WAIS), the problem of culture differences compounds the problem of the tests themselves when they are used with Indian students. The formula offered as an attempt at a solution to the problem of fair evaluation of Indian handicapped students uses the student's own score to weigh four WISC-R and WAIS subtests (information, comprehension, vocabulary, picture arrangement) identified by the Guilford concept as being very heavily laden with items reflecting knowledge of the dominant culture. Using the student's own score does less violence to the test and to student assessment than rejecting the test or subtest completely. Instructions for using the formula are included. (SB)