Summarized is research performed by the Project staff from 1969 to 1973 with 125 to 300 educable mentally handicapped (EMH) or emotionally disturbed elementary and secondary school students in Syracuse, New York. Project purposes are described in terms of a system of evaluating and field testing educational materials (such as captioned films) and effective teaching techniques with handicapped children. The 14-step evaluation model is explained to begin with the assessment of curriculum and learner needs and end with final decisions regarding material acquisition and utilization. Investigations concerning the evaluation design and technique (pretest-treatment-posttest) are discussed as are questions of sample size, item number, and differences among population subgroups. Investigations of testing effects with EMH children are said to have centered on the effects of pretesting and the effects of response modalities (whether at the computer terminal or by paper and pencil). Vocabulary level is seen to have been investigated through the validation of an available vocabulary list and the development of computerized techniques to process narrative texts by word frequency and level of difficulty. It is reported that investigations concerning children's responses revealed that responses tended to be short and failed to exhibit understanding of important concepts. Also noted are teacher reactions and attitudes to the films. (DB)