In a cerebral palsy-blind experimental school unit for day and residential care, a staff of 13 served 30 children in 6 years with 12 to 17 children each year. All but six children who were found to be nontrainable progressed: eight became trainable, eight trainable and partly educable, and eight educable. Variable progress was found characteristic of most of the children. Group placement was changeable in the three groups for children needing self help and social skills, for children with the greatest learning difficulties, and for children able to benefit from a full academic program. The medical services were the foundation of the program; the residential care given stressed a structured environment with 19 living at the school 10 months a year. Both physical therapy and the therapeutic setting used to teach the children how to play and use their leisure time tried to establish interaction with the world; personality was also developed by use of any creative ability. Speech therapy was given to 15 children and the language development program, like the academic program, included a total program for all, group programs, and an individual one for each child. The school also kept close involvement with parents. Recommendations were for a total clinic and a multifocal school. Case studies are provided of one child through age 6 and of four girls. (SN)