THE EDUCATION PROGRAM IS DESIGNED ALONG THE LINES OF AN UNGRADED RESIDENTIAL SPECIAL EDUCATION SCHOOL THAT INTEGRATES SELF-CONTAINED AND DEPARTMENTALLY ARRANGED CLASSROOMS WITH SPECIALIZED PROGRAMS. SERVICES OF A WELL-EQUIPPED LEARNING LABORATORY, STAFFED ALMOST EXCLUSIVELY BY VOLUNTEER STUDENT INTERN PERSONNEL, HAVE BEEN ADDED TO THE PROGRAM. THE DIAGNOSTIC-PRESCRIPTIVE MODEL ON WHICH THE PROGRAM IS BASED INVOLVES AN INSTRUCTION PLAN ALMOST SYNONYMOUS WITH BOTH SPECIAL EDUCATION AND REMEDIAL EDUCATION PROGRAMMING. THE MODEL, BY DEFINITION, IS CONCERNED PRIMARILY WITH SKILLS AND ONLY PERIPHERALLY WITH EMOTIONAL AND PSYCHOLOGICAL STATES THAT ARE NECESSARY PREREQUISITES TO LEARNING. VOLUNTEERS WHO WORK IN A ONE-TO-ONE SITUATION WITH STUDENTS FOR A SPECIFIED TIME DO NOT OPERATE UNDER THE SAME CONSTRAINTS AS TEACHERS AND OTHER INSTRUCTIONAL STAFF. THEY CAN AFFORD TO BECOME MORE INVOLVED AND CAN ENJOY THE ROLE OF 'FRIEND' MUCH MORE THAN CLASSROOM TEACHERS. VOLUNTEERS ARE TRAINED IN THE SKILLS NECESSARY TO AID IN DIAGNOSING AND PRESCRIBING REMEDIES FOR SPECIFIC READING SKILL DEFICIENCIES AND TO WORK CLOSELY WITH CLASSROOM TEACHERS IN THIS ENDEAVOR. TWELVE PRINCIPLES NECESSARY FOR A SUCCESSFUL VOLUNTEER PROGRAM ARE ENUMERATED. FIGURES SHOW THE DIAGNOSTIC-PRESCRIPTIVE INSTRUCTIONAL MODEL, THE RELATIONSHIP OF SELF-CONCEPT/ SELF-DISCIPLINE DEVELOPMENT TO THE MODEL, AND THE UTILIZATION OF VOLUNTEERS IN THE MODEL. (DEP)