Five papers on curricula for high risk and handicapped infants are presented, along with information on 63 curricula, 17 publications, and organizational resources. The first chapter, "Theoretical Bases and Pragmatic Considerations" (C. Dunst) examines major philosophical and theoretical perspectives and problems in infant intervention approaches. Chapter 2, "Infant-Centered Curricula" (N. Johnson, K. Jens), discusses curriculum content, assessment and teaching strategies, and instructional material evaluation. In Chapter 3, "Focus on the Family" (J. Swanson), parent/child interaction and parents as teachers are considered. The fourth chapter, "Contingency Intervention" (R. Brinker, M. Lewis), discusses the use of operant conditioning with moderately handicapped and multiply handicapped infants. Chapter 5, "Intervention with the Very Youngest" (N. Sweet, et al.), describes the characteristics of premature, ill, and disabled newborns and considers developmental intervention. The remaining bibliographic sections were developed by J. Anderson and J. Cox. Sixty-three curricula are arranged alphabetically by title and include author, publication data, format, cost, ordering information, and a description of content and organization. In addition, short descriptions and cost availability information are presented for 17 resource publications on handicapped child screening, assessment, and curricula. Finally, 17 national organizations that can provide information about infant intervention and special education are listed with addresses and telephone numbers. (SEW)