Detailed case studies are presented of six local education authorities (LEAs) in England and Wales which participated in the Screening and Special Educational Provision Project, a project focusing on the estimated 18 percent of the primary school population who have mild learning difficulties in basic skills. Each LEA's approach to special needs identification and provision is described in terms of the following: support available before the 1981 Education Act, effect of the Act, and cuts in education expenditure; viewpoints of support services, schools, and class teachers; and what the approach offers to the child. Results indicated that all six LEAs had some form of support service, differing in size and prioritization of specific disabling conditions. Financial cuts required that LEA officers use resources more effectively and emphasize more advisory work. It was felt that the 1981 Education Act stressed the role of the class teacher in meeting special needs, increased the number of educational psychologists, and increased awareness of the extent of need. Half the LEAs had a screening program to identify children for special help. Inservice training concerning special needs students was poorly regarded by the teachers. Improved liaison between support services and class teachers was needed. (JDD)