The doctoral thesis, three-fourths of which consists of appendixes, describes the development and implementation of procedures to maximize the individualized instruction time of speech, hearing, and visually handicapped students in a public school itinerant special education setting in Pennsylvania. A brief review of the Education for All Handicapped Children Act (P.L. 94-142) regulations and state standards is presented. Thirty-three special education itinerant therapists and teachers, a caseload of nearly 1,700 students, personnel from 13 school districts and the intermediate unit, and parents participated in the project. Formative and summative evaluations were performed, and an ongoing monitoring system was established and operated throughout the school term. Outcomes of the project included compliance with the federal mandate, a significant increase in pupil achievement, a general acceptance of the program, a growth in cooperation, and an increase in communication and involvement between the itinerant special education personnel and parents, teachers, and other district personnel. Maximum use of available instruction time was realized. Appendixes include the federal law, the regulations, forms utilized, and detailed formative and summative evaluation information. (Author/DLS)