This practicum attempted to create a comprehensive developmental curriculum to be used in a non-categorical program serving developmentally delayed preschool-aged children. A second goal was to develop a parent education component that would provide parents with information and tools necessary to be active and competent partners in their child's education. In response to staff needs, a developmental guide was created to be used in selecting curricular objectives while still allowing for flexibility in choice of activities based on the needs of the individual children. An evaluation component was also built into the program. Results indicated that the guide was too long and unwieldy for daily use in selecting educational objectives, but was very useful in diagnosing student strengths and weaknesses, measuring progress throughout the school year, and identifying areas needing more emphasis in everyday classroom activities. Follow-up surveys found a high degree of satisfaction with parent-teacher communication among parents. Evaluation of overall effectiveness suggests that this service delivery model is most beneficial for students whose primary handicapping condition is speech/language, that staff competence using incidental teaching techniques is an important determinant of program effectiveness, and that time management and classroom structure contribute greatly to the success of any early intervention program. Almost half the document consists of the following appendixes: "Philosophy of Education,""Original Developmental Guide Organized by Skill Areas,""Initial Parent Survey and Inservice Survey,""Incidental Teaching Techniques,""Revised Developmental Guide Organized by Chronological Age,""Student Data Sheets,""Monthly Newsletters,""Parent Inservices--Content and Flyers,""Parent Inservice Survey Results," and "Summary." Approximately 70 references are provided. (Author/PB)