An 18-week demonstration, remediation project was undertaken to improve educational effectiveness for 14 preschoolers with minimal cerebral dysfunction. A literature search indicated that these children can be appropriately educationally programmed for their sensorimotor problems and suggested that such early intervention can prevent later academic learning disabilities. Specific goals included: (1) providing an objective, easily administered assessment tool to preschool educators and therapists at special centers; (2) providing information and support regarding appropriate intervention methods and principles; (3) educating parents and staff about characteristics and problems associated with preacademic learning problems; (4) establishing an early intervention program for preschoolers with learning disabilities; and (5) assessing the effectiveness of the learning disabilities prevention program. Sensorimotor integration theory and methods were used for assessment and remediation. Of the 14 participating children, 12 demonstrated improved performance on the posttest and 6 increased their level of competence to within normal ranges as tested by the Miller Assessment for Preschoolers. Of the 15 participating educators and therapists, 14 demonstrated increased knowledge of preacademic learning disabilities on a posttest. The staff at both target preschools participated fully in the implementation and are continuing the evaluation and remediation program as established by the practicum. (Author/VW)