Presented is the final report of a 1-year program to identify and remediate needs of 60 emotionally disturbed (ED) or learning disabled (LD) and 15 trainable mentally retarded (TMR) elementary school students (two schools) in Honea Path, South Carolina. Noted are original program funding by the Elementary and Secondary Education Act, Title III, and continuing funding by the school district. Reported are background and functions of two special teachers for the ED and LD students, one teacher for TMR students; one specialist in handicapping conditions, and two teacher aides for two TMR classes. Program dissemination is discussed such as a report to the board of trustees of Anderson County School District, and presentations to parent teacher groups, the Lion's Club, and personnel from other school districts. Given are the following evaluation results; significant mean gains for 30 LD students on the Bender Gestalt Test, for 20 LD students on the Gates MacGinitie Reading Test, for 48 students on the Lipsitt Self-Concept Scale, for 15 TMR students on the TMR Performance Profile, and no significant gain for TMR students on the Vineland Social Maturity Scale. Included are reports by the three teachers. Described by teachers of ED and TMR students are resource room scheduling; individual student progress in mathematics, reading, and self concept (said to be crucial to academic improvement); and remedial materials used (such as the Frostig Pathway School Program 1). The TMR teacher tells of transportation arrangements with parents, schedule considerations for student ease in learning self help skills, and of a black 9-year-old boy who in 4 1/2 months learned to write his name, count to 10, read, perform bathroom procedures, and concentrate on work for longer than half an hour. (MC)