Summarized is the first year of an intervention program for visually handicapped preschool children in Louisiana in which a curriculum guide was developed, implemented and evaluated with 12 children. It is explained that, in developing the curriculum guide, emphasis was placed on items that would best prepare Ss for mainstreaming in public school classrooms at age 6. Chapters cover the following topics: introduction (including the problem, procedures and importance of the study); review of the literature; development of the curriculum guide (behavioral objectives and implementation process objectives in the areas of reading readiness, development of residual vision, orientation and mobility, social skills, and daily living skills); presentation of validated criteria (results of student performance in each skill area). Among major conclusions cited were that the data suggest that classroom intervention had a positive effect and that the curriculum guide provides the structure necessary to teach preschoolers with vision from zero to normal. Also included are the following appendixes: a glossary of terms, a criteria referenced checklist used to measure program effectiveness, the Maxfield-Bucholz Scale of Social Maturity, class composition information, and an extensive task analysis of the 5 skill areas taught. (LS)