Presented is an evaluation of a program in seven schools in New York City which provided 19 special classes for 174 doubly handicapped students--mentally retarded and severely physically handicapped--ranging in age from 5 to 21 years old. Among findings listed are that the 30 higher functioning Ss who were given the Wide Range Achievement Test did not achieve significant increases in reading and math, and that pre-reading readiness was significantly increased. Among recommendations discussed are that development of a corps of health aides to feed, toilet, and care for the severely handicapped would increase program effectiveness; that improved seating arrangements are needed; that extension of staff-parent interactions to include a behavioral psychologist would be helpful; and that physical facilities should be upgraded. (IM)