Intellectual, academic, and social-emotional development were compared for physically handicapped, homebound students with whom a method of combined instruction was tried for 15 months which utilized radio broadcasts, group telephone hook-up with subject specialist broadcast teachers, and regular visits from home instruction teachers. The 30 experimental and 23 control students all had long-term homebound expectancy in grades 9 to 11. All were given individual psychological examination and interview, speech recordings, and achievement tests; questionnaires were submitted to parents, teachers, and siblings; and consultants judged social-emotional factors and speech. Results indicated no significant differences in intellectual or academic development, including speech, or in social maturity. Teacher ratings and clinician judgment of figure drawings indicated that the experimental students showed a significantly more positive orientation towards social interest (p .05); however, the social interest was not reflected in behavioral change. Those who dropped out before completion of the project lacked motivation, were below average in intellectual potential, were close to completion of their academic career because of age rather than grade placement, or improved sufficiently in health to return to school. (Author/JD)