Pre-school growth requires environmental stimulation that is indispensable for the realization of the child’s inherent potential in the case of a child who has a disability such stimulation is even more important and necessary. This fact is amply demonstrated not only in literature but also in everyday experience. Many researchers have found that training plays significant role in many functions in which maturation of the child is of primary importance. This paper supplies some of the environmental nurture (which are both affective and cognitive) believed to lay the foundation for more formal learning at primary, secondary and higher level of education. It discusses the rationale and the need for intervention programmes for handicapped children. The paper deal specifically with the role of nursery education strategies involving professionals, parents and children in the areas of motor training and timing of intervention. It ended with provision of a number of helpful recommendations
Keywords: Preschool Intervention Programmes, Rivers State, Special Needs, Vision and Mission, children
