This study attempted to develop a reliable and valid instrument for measuring the diagnostic and remedial capacity of primary schools and to apply this instrument in examining how special needs services are provided in ordinary primary schools in the Dutch speaking part of Belgium. The study's conceptual model was based on two clusters--the key players (the individual teacher, the school team, and the principal) and the dimensions present for key players (organizational characteristics, opinions and beliefs, and activities). The developed questionnaire is intended to evaluate services at both the class and school levels and contains variables in the nine cells resulting from the combination of the two cluster groups. A stratified sample of 104 schools participated with questionnaires returned from 844 teachers, principals, and remedial teachers. Analysis of the questionnaire's validity and reliability was conducted and the individual scales were judged to be both reliable and valid. Additionally, the questionnaire was standardized both relative to the reference group of schools and to absolute standards determined by educational inspectors. The questionnaire is recommended as part of a full, school-based review of educational practice and policy concerning provision of diagnostic and remedial services for special needs students. (Contains 51 references.) (DB)