The author focuses on the relevance of two assumptions (that change is a process, not an event; and that chanqe is made by individuals first and then by institutions) for research and evaluation concerning P.L. 94-142, the Education for All Handicapped Children Act. Research findings and evaluation efforts are seen to be the basis for change in several areas: (1) attitudes on the part of school personnel and society; (2) organizational change to ensure proper delivery of services; and (3) training and retraining administrative and teaching personnel to implement the mandate. Problems with various educational research methodologies are considered, and the need to formulate proper research questions is stressed. (SBH)