This practicum was designed to enhance the school and home learning environments of 20 neurologically and perceptually impaired students in kindergarten through sixth grade. Participating students received daily regular class and resource room instruction. Needs assessment measures revealed that little learning characteristic data were available to teachers and parents of classified students. The absence of learning style data within the instructional strategies component of the students' individualized educational programs (IEP's) impeded the development of harmonious home and school learning environments. Self-report and classroom observational instruments provided the nucleus of the chosen solution. Learning style data obtained from these sources were incorporated into the instructional strategies component of the IEP's. Teachers and parents of student participants received individualized instruction in a model learning style environment. Instructional materials and activities conducive to students' individual learning styles were systematically integrated into the classroom and home learning environments. Results showed increases among students in task-attempted and task-completed objectives. Positive program results were further substantiated by a decrease in behaviors inappropriate to the classroom setting. Attainment of teachers' objectives was reflected in an increased use of quiet work areas, learning stations, and moblility experiences within the classroom environments. Parent participants successfully monitored students' completion of activities within home learning environments. It was concluded that the revised instructional strategies component of the IEP's helped develop an organizational perspective in providing services to classified students. Related materials, including instruments and data, are appended. (Author/RH)