The Demonstration Center for Language Handicapped (LH) Children is described as a project, executed in two Texas public schools between 1971 and 1973, which evaluated the following three treatment approaches to LH students: regular classroom placement and provision of inservice training and appropriate materials to the regular teacher; regular class placement combined with placement in a resource room; and special class placement. First year research data is presented in the following areas: independent variables such as instructional programs, appraisal protocols, grade level, teacher aides, and inservice training; sampling procedures; control groups; data collection; criterion testing; and results. Data showed generally that if a LH child identified as such is placed in the regular class he will achieve less than if he remains unidentified, but that if the child is given the full support of specialized personnel, he will gain more than if he remains unidentified. Second year data is provided for the following topics: the definition of LH, research questions, performance objectives, types of intervention programs, research contrasts between 1 year and 2 years of intervention, attitudes of LH children toward themselves and school, criterion testing, and results. (GW)