Presented is the report of a regional task force on diagnosis and program intervention for children with learning difficulties (learning disabled, behaviorally disordered, slow learning, culturally/linguistically different, and economically/environmentally disadvantaged children). Current state practices relative to the five disability classes are detailed and recorded on a matrix in terms of definitions, referral characteristics, diagnostic strategies, assessment instruments, criteria for determining eligibility, and program interventions. A discussion overview of the data cites similarities in state procedures, agreement on the need for home language dominance determination and vision and hearing screening, and reliance on individually administered standardized intelligence test scores for determining eligibility in all disability areas. Considered in a final section is the need for further study on such issues as the roles and responsibilities of special education, and the distinction between learning disabilities and behavior problems. Included in three appendixes is a summary of the provisions of the Education for All Handicapped Children Act of 1975 (Public Law 94-142). (CL)