Described in volumes 1 and 2 are the methodology, conclusions, and recommendations of a study to determine the impact of the Florida Education Finance Program (FEFP) on special programs for exceptional children in 10 school districts and on educational program development in five residential institutions. Noted are aspects of the FEFP Act (1973) such as requiring change from instructional units to full-time equivalents (FTE) as the basic revenue allocation unit for funding the 15 special programs. Discussed are the funding histories of the Department of Education (DOE) and the Department of Health and Rehabilitation Services (DHRS), and the case study methodology involving interview schedules and data report forms. Given for the 10 districts are conclusions and recommendations regarding assignment of students and teachers, identification and classification of students, initiation and deletion of special programs, and provision of programs in rural areas. Reported for the five residential institutions are advantages and disadvantages of the FTE program related to teaching staff, curriculum design, program availability, and identification and classification of students. Major results are given to indicate cautious optimism regarding improvement of school programs by FEFP, and advantages of FEFP in areas such as reduced teaching load and improved programs in institutions. Ten tables summarize responses to questions, comments, and recommendations by administrators, coordinating principals, special teachers, speech therapists, counselors, and DHRS personnel. (MC)