The report summarizes findings and recommendations of a California Task Force which arose out of a California court decision (Larry P. versus Riles) which prohibits the use of intelligence tests for assessing black pupils to determine their placement in special education programs and requires alternative means of assessment. Seven major recommendations are presented concerning inservice training, selection of alternative means for assessing intellectual functioning, general education's responsibility, and development of state and local norms including ethnic representation. Most of the report consists of guidelines for school psychologists and others on the Individualized Education Program team. The following areas are considered: (1) general education's role in the general education/special education continuum (e.g., the school consultation team process); (2) interface in the general education/special education continuum; (3) special education's assessment role in the general education/special education continuum (e.g., procedural model of assessment, report of documentation); (4) conceptual strategies (e.g., developmental assessment, ecological assessment, neuropsychological assessment, skills within subjects); and (5) selection of instruments (e.g., tests prohibited for black assessment for special education and identification of bias in assessment). A glossary and bibliography of about 100 references are also provided. (DB)