Intended for preschool teachers, the monograph identifies components of an exemplary program for preschool handicapped children. The first chapter on identification reviews the steps involved in location, screening, and diagnosis. Chapter 2 considers the research literature on the role played by parents and the family in the child's intellectual and academic development and the effectiveness of parent intervention. Mainstreaming--the process of including and maintaining handicapped students in regular classrooms--is the subject of Chapter 3. The effect of teacher behavior on the child's growth is examined in Chapter 4. Chapter 5 focuses on the promotion of a healthy and realistic self concept. Ongoing assessment, the subject of Chapter 6, is defined as the systematic and objective observation and analysis of a child's skills and deficits to determine a starting point for programing and to evaluate the effectiveness of current instruction. Practical procedures for individualizing instruction are offered in Chapter 7. Suggestions for developing language programs are included in Chapter 8; and the use of paraprofessionals in the classroom is discussed in Chapter 9. In a final chapter, the component of transfer of training (generalization) is explored. (SBH)