Attention is focusing more and more on the nation's preschool programs. We are deeply involved in the theory, application, practicability and results obtained from offering a preschool program to our culturally deprived children, our exceptional children and, more recently, our neurologically handicapped children. This preliminary report details some of the problems to be overcome and the responsibilities which must be met in design and implementation of this type of preschool program.-C. C. E.Our Evaluation Center, like other diagnostic and treatment programs, has been struggling for some time with the concept of developing a constructive program of rehabilitation for children with neurological handicaps. Children continue to come to our attention because they "are different", "can't learn," "are slow," or show some obvious behavior deviation. After a complete interdisciplinary evaluation, the staff often is faced with a broad working diagnosis of "brain dysfunction". The etiology is almost always listed as unknown, although one can many times mention a list of associated factors (i.e., prematurity, maternal toxemia, birth hypoxia) often followed by neurological dysfunction.Faced with the common dilemma of how to refine the broad diagnostic category of brain dysfunction for use in a special program, the decision was made to deal with symptomatology rather than diagnosis or etiology. In essence, the general outline of the new program was functionally defined to deal with behavioral and educational goals. Our starting points were those behavioral characteristics that could improve the child's need as a social being and aid in development of sensory-motor skills.The goals were further delineated to concentrate on adaptive behavior with emphasis on improving the quality of object relations, building meaningful relationships between teacher and child, as well as improving peer relations. In the area of sensory-motor skills, sensory dominance, sensory input, intersensory integration, perceptual and conceptual competence become important.Many children are diagnosed, programs are outlined and recommendations are made for school planning; often these children return in a year or two for re-evaluation because they continue to have learning difficulties and serious problems in interpersonal relations. What happened in the intervening time, at home, at school, and in the community, is often assessed secondand third-hand. The facts have been filtered through once or twice and many important pieces of the puzzle remain hazy. The need to study these children in systematic, longitudinal programs become apparent. Further,
