Intended for special educators and administrators, the paper addresses the educational implications of closed head injury in children. Characteristics of head injured students are noted, including previous successful experiences in social and academic settings, inconsistent performance patterns, and cognitive deficits which are present as in other handicaps but which are uneven in extent of damage and rate of recovery. Types of deficits in head injury are described for five functioning areas: communication (such as problems in language, reading, and abstraction); physical ability (including impairments in mobility, coordination, and vision); cognitive ability (such as difficulty in problem solving and short and long term memory); perceptual motor skills (including problems in motor speed and sequencing); behavior (such as impulsivity, poor judgement, and disinhibition); and social behavior (such as distraction in noisy surroundings and immature behavior). The bulk of the paper charts deficits, classroom behaviors, skills, teaching strategies, and resources for the following cognitive-communication areas: general behaviors, social behaviors, expressive language, receptive language, and written language. Thirty-one resources are listed to supplement classroom materials. (CL)