The handicapped student services model described in this paper provides students at De Anza College with a full, balanced range of services and instruction. After an introductory section, the paper describes the strategic planning process and identifies the three strategic decisions that influenced the development of De Anza's handicapped services program: (1) to provide a full range of services and programs; (2) to maintain a balance between service and instruction; and (3) to establish a Special Education Segment of the college. The next section enumerates the student needs addressed by De Anza's program. Next, the paper mentions some of the special aspects of the handicapped program, including the physical and psychological accessibility of the services and instruction and the special classes and services offered. After the paper examines the program's income formula, which provides flexibility and self-sufficiency by relying as much as possible on regular average daily attendance income, it lists areas in which De Anza provides special instruction. The next section begins by identifying the advantages of the Special Education Segment being one of De Anza's four major units and continues by describing the six components of De Anza's program: Physically Limited Services, Adaptive Remedial Physical Education, Educational Diagnosis Clinic, Hope-De Anza for developmentally disabled students, Adaptive Geriatric Education Program, and the Physiology Lab. In conclusion, the paper reviews the elements critical to the program's success. (AYC)