Followup was conducted on 39 students identified as at risk for perceptual disorders based on diagnosis in grade 1 and on 79 children in a control group. Procedures included comparisons between risk group and reference group on test results from grades 1-9, analysis of interviews and observations of the risk Ss, and case studies of risk Ss. Results revealed that early perceptual disabilities need not be permanent or conducive to learning difficulties; that early supportive measures of a preventive nature can be effective; and that environmental factors are influential in the functioning and developmental opportunities of perceptually disabled pupils. Practical considerations in improving the school situation for pupils with perceptual disabilities are noted, including refined diagnostic instruments, improved personnel training, and greater stress on the value of prevention. (CL)