Described are the objectives, activities, and outcomes of a program to provide individualized educational programing to 55 multiply handicapped children from preschool through primary grades at the Western Pennsylvania School for Blind Children in 1971-72. Noted are staff cohesiveness in defining and implementing instructional programs and the value of positive reinforcement (away from primary rewards towards special privileges and intrinsic gratifications). Implementation of the following objectives are described: determination of behaviorally oriented tasks in the areas of communication, academic readiness, self care skills, and socialization; evaluation and intervention with 21 preschool children; provision of a special program for six children with complex learning and behavior problems; improvement or correction of articulation difficulties in 14 children; staff involvement in developing and organizing a written primary curriculum; development of a prevocational curriculum; and provision of educational guidance opportunities to parents through small discussion groups and individual conferences. Appended are a sample progress report, the instructional strategy form, an early education developmental checklist, case studies, a sample speech graph and report, an issue of the parent newsletter, and newspaper articles about the program. (DB)