The development and progress of 20 children in a residential oral school for the deaf were studied over 7 years through testing, observation, and examination of school records. Followup was done when the children were in their 10th and 11th years of school. Audiologic examinations were also given. Results indicated that none of the 20 had his deafness discovered in infancy or received followup by immediate, parent oriented therapy. One-fourth of the group should have been placed in programs for the hard of hearing, not deaf; one-third in programs for the multiply handicapped. Boys were more handicapped in learning than were girls. Educational needs involved consideration of the effects of early residential placement and alternatives to it and better understanding of language learning and of developmental stages of growth and emotional factors in learning. (Author/JD)