This volume contains two papers concerning appropriate accommodations that can be made in the areas of grading and granting credits and diplomas for mildly handicapped high school students. The first paper discusses grades for students with disabilities who are mainstreamed in general education classes. It presents seven guiding principles that address procedures for approving and monitoring adjustments to regular class content, expectations, standards, or grading practices and for reporting student performance. Also enumerated are alternative methods for evaluating students (e.g., administering oral or shortened tests, increasing time allowed for assignment completion, peer tutoring) and for reporting and grading (e.g., through contracts, use of pass/fail, parent conferences). The second paper concerns granting appropriate credits and diplomas to students with handicaps who are enrolled in special education programs. It takes the position that policies and practices on graduation can be developed that are nondiscriminatory and equitable for both handicapped students and their nonhandicapped peers. Four principles are presented that tie the awarding of a diploma to credit requirements, curriculum, individualized educational programs, and transcripts. A review of relevant litigation, examples of evaluation forms and transcripts, annotated bibliographic citations, and copies of local school district policies are also included. (VW)