The book presents guidelines for adaptive transportation measures for handicapped students. Part 1 considers the transportation cycle as a means to evaluate individual student competencies at all logical points during the transportation experience. The transportation cycle is reviewed from deciding to transport the student to gaining access to service. Also considered are the integration of handicapped with nonhandicapped passengers, provision of adaptive transportation services by category of handicapping condition rather than individual description of services, general handling techniques for the handicapped passenger, emergency procedures, and a checklist of site and architectural accessibility criteria. Part 2 deals with determination of individual need for adaptive transportation measures based on three way analysis of individual characteristics during observable passenger mobility limitations, use of orthopedic aids during transit, and reliable knowledge about the passenger's known handicapping conditions as they may be relevant to the transportation cycle. Part 3 focuses on management of adaptive transportation issues such as decision making for determining adaptations in transit, special education placement team role, parental transportation role, determination of responsibility for providing transportation, and private contractor's role. A fourth part concentrates on the legal implications for transporting the handicapped and includes sections on handling complaints regarding student transportation, legal actions initiated by parents, and right to education issues for handicapped students as they relate to adaptive transportation services. Part 5 reports findings of a study on state funding systems for special education and transportation services. Noted among conclusions are that state aid for transportation to local districts varies from a high of 12.99% for Maine to a low of 1.59% for Arizona, and four states fund student transportation at 100% cost. A final part gives an overview of the school planning process for determining adaptive transportation needs of students in the school service area. A systems approach is utilized to describe the planning agency (school system) role, the other agencies involved in adaptive transportation service delivery, their interaction, programs, agency objectives, and individual agency purpose in serving the handicapped. A list of references concludes the document. (SW)