This paper focuses upon the early identification of children's needs as they enter school. Certain basic considerations are set forth. These include the influence of unstated assumptions upon the development of early identification procedures; the interaction of early identification procedures with teaching functions; the necessity to make early identification data educationally relevant; the need for school boards continually to reassess early identification procedures; the importance of providing classroom teachers with regular, intensive inservice training and preparation; the need to include parents in the formal education of their children; and the requirement that early identification procedures be adapted by a school board to fit its school system. (DB)