Presented is an evaluation of a program which provided supplementary pre-reading and mathematics instruction to multiply handicapped children (physically and mentally handicapped) in six elementary and two intermediate schools. It is explained that students were individually instructed on objectives which they failed on the McGraw Hill Test of Basic Experiences (TOBE). Results of the TOBE language and mathematics test are said to indicate that 70% of the Ss achieved mastery in at least five language and math objectives. Data on student performance is presented, including the distribution of percentage level of mastery of instructional objectives. Eight recommendations are made, including minor expansion of the program, review of the TOBE, and maintenance of student performance data. (CL)