With widespread implementation of mainstreaming in Manitoba, regular classroom teachers need diagnostic information to plan modified programs for special needs students. This report describes the demand for and availability of diagnostic services for special needs students in Agro-Manitoba, which comprises 34 rural school divisions in the province's agricultural area. A literature review examines use of formal versus informal assessment, stages in the referral process, and recent developments in reading diagnosis. A survey was developed and mailed to all special education administrators in Agro-Manitoba. Responses were received from 26 of the 34 school divisions. The survey covered the availability of various clinical services, consultant services, and community services that provide diagnostic information; sharing of services with other school divisions; new programs or practices to improve services; the location of services; details of the referral process; types of problems referred to the province's Diagnostic Support Centre (DSC), DSC services to districts, and related costs; and suggested changes. Interviews were also carried out at the DSC and at the Child Care and Development Branch of the provincial department of education. Results indicate that many rural divisions are sharing services; large caseloads and long waits for services are problems; and some school divisions need increased school support staff. Recommendations are offered based on survey results and comparisons with expert opinions on essential services. Appendices include the survey questionnaire, interview schedules, and a glossary. Contains 36 references, and 9 tables of data. (SV)