This Early Education Project consisted of a home and school approach to early intervention with moderately to severely handicapped children. A home based parent training program incorporating an infant teaching/learning intervention system was combined with a school based classroom project for toddlers to provide instruction in early childhood skills and knowledge. The program employed a developmental task analyzed curriculum with a criterion referenced assessment method to determine a child's competencies and skills and to identify the goals of the intervention in behavioral terms. A systematic data collection format to evaluate each child's progress in four major areas (language skills, motor skills, cognitive skills, and self-help skills) was employed either at home or in the school. The normative data indicated that children's rate of achieving developmental milestones was significantly accelerated in mental development and language development for the school program and in mental development for the home program. The behavioral data demonstrated that moderately to severely handicapped children could attain profound and rapid increases in knowledge and skills when they were directly taught such skills and knowledge. (Author/MP)