This final report presents eight papers resulting from research conducted during the third and final year of the "Handicapped Children as Tutors" project, which investigated effects of involving handicapped students as tutors of disabled and non-disabled elementary and secondary school students. Results of all the research showed significant positive effects of the tutoring experience on the academic achievement and social competence of tutors and tutees. Qualitative differences between cross-age tutoring and peer tutoring were observed. The titles and authors are: (1) "Handicapped Students as Tutors: A Description and Integration of Three Years of Research" (W. D. Eiserman et al.; (2) "The Effects of Reverse-Role Tutoring on the Social Acceptance of Behaviorally Disordered Students" (L. Shisler et al.); (3) "The Effects of Three Types of Tutoring on the Attitudes of Learning-Disabled Students and Their Regular Class Peers" (W. D. Eiserman and R. T. Osguthorpe); (4) "Peer Acceptance of Learning Disabled Elementary Students" (W. D. Eiserman et al.); (5) "The Effects of Reverse-Role Sign Language Tutoring on Communication Skills of Retarded Students" (S. G. Whited and R. T. Osguthorpe); (6) "The Effects of Reverse-Role Tutoring on the Attitudes of Regular Class Students toward Retarded Students" (S. G. Whited and R. T. Osguthorpe); (7) "Tutoring Interventions within Special Education Settings: A Comparison of Cross-Age and Peer Tutoring" (T. E. Scruggs and R. T. Osguthorpe); and (8) "Handicapped Students as Tutors" (S. B. Cook et al.). (CB)