The guide for teachers of handicapped children offers a system of corrective teaching to bring children not being effectively taught up to the level of the normal programing range. It is recommended that the following basic principles of instruction be applied to maximize pupil progress: readiness, motivation, active learner participation, exercise, distributed practice, stressing accuracy, sequencing of content, minimal change of learning situation, immediate knowledge of results, reinforcement of successful performance, overlearning of content, movement from concrete to abstract, and using learner strengths. Steps seen to be necessary for building a corrective teaching program are the isolation of the problem, the identification of the performance necessary for re-entry into normal programing, the analysis of the task, the writing of instructional objectives, and the designing of the procedure. Examples of teaching procedures and samples of record keeping forms are given. Alternatives of the implementation phase by the teacher alone, by the teacher using the services of others, or by others with the teacher monitoring the program are considered. Evaluation is recommended both during the teaching procedure and ultimately in the group setting to which the pupil is returned. Inservice materials accompanying the guide have as their purpose the active participation of the teacher. (DB)