Explained is an experimental program to provide supplementary instruction within a humanistic framework for 90 children (in grades K-12) with handicaps such as learning or behavior problems, mental retardation, cerebral palsy, and deafness. Cited is the need to avoid stigmatizing labels and instructional grouping by providing adaptive skill development to increase students' participation in regular classroom activities. Described are the instructional procedures such as diagnostic teaching, student population, referrals, screening, scheduling, recordkeeping, and goal setting. A section on program implementation covers objectives and work tasks for individual students, the use of techniques such as positive reinforcement to establish desired behavior patterns, and staffing considerations. It is noted that students improved in their ability to function adequately in the regular classroom as a result of the program. Administrative considerations and assistance in planning similar programs are also discussed. Flow charts illustrate program procedures such as how a student moves through work periods. Appendixes give sample record forms, a list of equipment and materials, and a questionnaire for surveying students' attitudes toward the program. (LH)