The first section focuses on judicial issues and specifically discusses the impact of the judicial system on the mentally retarded offender, research attempts to find a relationship between intelligence and delinquency, and corrections and the learning-disabled offender. The second section deals with legal mandates, such as Public Law 94-142 (Education of All Handicapped Children Act of 1975) and the responsibility of schools to ensure that every student, regardless of handicap, receives a free and appropriate education. Specific attention is paid in this section to due process, equality for students with disabilities, and the least restrictive environment principle as regards the care and education of handicapped youth. The last section focuses on some of the methods currently being used by school districts to comply with Public Law 94-142 and presents a case study that amplifies the need for schools to identify and nurture exceptional children. This section considers curriculum theory, individualized education programs, the gifted student with learning disabilities, contributing factors in youth homicide, and teaching to reduce the risk of violent behavior by special education students. In general, the papers stress that youth with developmental disabilities are at a distinct disadvantage in both the criminal justice system and the school system. References, tables, and figures