The Classroom Centers for Multiple Handicapped Children were designed to provide profoundly retarded children with instructional programs meeting individual needs. In addition to the educational and training components of the program, speech and physical therapy services were also included. Seven classroom centers served approximately 56 children in 7 schools. Results from classroom observations, together with teacher and physical and occupational therapists' ratings found that students showed improvement in the following areas: Self-care, perceptual and motor development, self identification, language development and socialization. Parental participation and inservice training components of the project were of limited success due to a lack of direction and coordination of activities in these areas. (Author)