The paper outlines the operative principles for understanding learning and discusses how these principles can help in planning a functional program for a severely or profoundly brain-damaged child. Discussed are: (1) the role of memory in learning; (2) simple associative learning (Pavlovian Conditioning and Operant Conditioning); (3) Piaget's concept of the moderate novelty principle, also called a mis-match of expectations; (4) the orienting response or reflex; (5) habituation, which allows the nervous system to focus on relevant events and not be overwhelmed by trivial types of stimulation; (6) the role of the emotions in learning and memory via the limbic system; and (7) procedural memory or habit memory which enables individuals to perform a series of automatically executed motoric behaviors through a non-cognitive kind of behavior. Implications for teaching include stopping stimulus bombardment, giving anticipatory cues and waiting for a response, using routine objects/people in daily events, designing a routine with predictable pleasurable events, and looking for preferences and intentional communication. Includes 20 references. (JDD)