Five conference papers consider a bilingual kindergarten program, language assessment and development, a nursery school program for retarded children, instructional materials for handicapped children, and a comparison study on social status for bilingual exceptional children, respectively. The bilingual kindergarten program is described as a total learning system with three major components comprised of staff development materials (teacher manuals or filmstrips), the instructional model (sensory, motor, and language skills training in 12 units), and parent involvement. Suggested for children's language assessments are standardized scales, informational observations, and reports from persons close to the child; and offered for remediation are teacher techniques for an ongoing program. Emphasized in a free nursery school program for mentally handicapped children, 3- to 7-years-old, are development of a positive self concept; and motor, self-help, language, sensory, and cognitive skills through art activities and creative movement. Approximately 23 teacher made instructional materials for training parents of preschool handicapped children are presented in a lesson format, which gives the name of toy, time to make material, skill to be developed, material needed, procedure, use, and a space for trial evaluations. Results of a study using sociometric techniques to compare 20 bilingual (French and English) Ss with 42 primarily English speaking Ss, 8- 15-years-old, in a special class in New Brunswick, indicate that the status among peers of the bilingual Ss did not differ significantly from the status of the English speaking Ss. (MC)