An ego state drawing matrix was developed to assess personality structure and function of children in regular and special education within a TA framework. The information thus obtained was utilized in conjunction with the Orton-Gillingham reading approach. The teacher's awareness of the types of reading errors made by a child, when considered in terms of the child's personality structure and function, provided opportunities for the teacher to initiate therapeutic interactions in the classroom situation. A case study illustrates how the combining of these approaches was used in the education of a severely emotionally impaired child.
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