Nine conference papers focus on education of educable mentally handicapped (EMH) children. A prototype evaluation of procedures for teaching reading comprehension involves assessment of 96 EMH or normal students' skills in identifying main and supporting ideas in connected discourse. Described is the Lincoln School's behavioral management system for EMH students, which stimulates the American capitalistic system through teacher development of a realistic environment, wherein students establish governing rules, and receive pay for good work and behavior. Reported are studies of contextual analysis and concept learning of normal and retarded children. Results of a token economy to develop money management skills in EMH students 12- to 17-years-old indicate higher competency levels in functional mathematics. Provided is a basis for assessing and programing retarded children's cognitive and motor development from infancy through 7 years of age. Described as adaptable for institutional or agency use is a model which evolved from a teacher's workshop in Pennsylvania in preparation for teaching previously excluded EMH children. Discussed is the Charles Carroll Occupational School's program for EMH boys, which offers prevocational and vocational education, and work study experience. Six of eight EMH girls are reported employable as maids after a 6 week training program, which included class and on-the-job training, slide presentations, and a pictorial manual. A prototype evaluation of procedures for teaching word meaning skills to EMH and normal pupils centers on 2 years' research on synonyms and homonyms. (MC)