Special education criteria for the identification of LD and ED students are identified, and the fact that most LD and ED students selected for special education classes not only fit special education criteria but also have prominent behavioral disorders (BD) is noted. The placement and methods of special education classes are addressed, with special attention directed to self-contained classes, resource rooms, and remediation of learning disabilities. Definitions and exclusions for students with learning disabilities and emotional disturbances are described. The practice of giving priority to the inclusion of elementary over secondary school students in special education courses is considered, as is bias in the selection of males over females and of minorities out of proportion to their numbers. Additionally, the chapter emphasizes that persistently disruptive behavior is not a formal category or major criterion under Public Law 94-142 and that BD children have complex problems that merit concerted remedial efforts. Also discussed are evidence that most of the LD and ED children will not receive special education support in the 1980's, additional problems with Public Law 94-142, and the need for regular education to provide better, more useful, and more attractive services for LD, ED, BD, failing, and very low-track students. Suggestions for integrative school programming for BD children are offered; recommendations for parent lobby groups are provided. Included are 122 references.