Intended for use by administrators, regular education teachers, and teachers of the preschool exceptional child, this document includes guidelines for providing an individual education program for preschool handicapped children. Chapter I provides an introductory overview of the document's purpose, defines terms used throughout the document, outlines the program's goals, defines the characteristics of children eligible for the program, discusses service delivery models, and delineates referral procedures undertaken when referring youngsters for the program. The role of the school principal in identifying, screening and assessing the exceptional children within his/her community is discussed in Chapter II. Names, descriptions, and prices of instruments commonly used in preschool screening and assessment programs are also included in Chapter II, along with sample forms for identification, screening, and assessment of the exceptional child. Chapter III includes activities and materials designed to strengthen the handicapped child in seven developmental areas: gross motor, fine motor, cognitive development, auditory/visual perception, language/speech development, social behavior, and self-help. Also included in this chapter are special materials to be used with severely and profoundly handicapped children. Chapter IV discusses the kind of facilities that should be included in a school with a preschool special education program, and suggests ways of organizing the classroom setting so that each child has as much room for development as possible. Guidelines for involving volunteers in the program, and the role of volunteers in meeting the child's instructional needs are provided in Chapter V. Chapter VI specifies the importance of parent participation in the planning, organization, and development of the program. Finally, Chapter VII provides resources and materials (such as books, magazines, newsletters, and pamphlets) useful for helping teachers work with parents, and parents work with their children. (Author/MP)