This set of papers deals with the integration and maintenance of disabled children in regular Australian classrooms and the mounting pressure on teachers to provide effective instruction for an increasingly broad range of ability groups. Part I is concerned with theoretical issues and research on the integration of children with special learning needs. It begins with a discussion of the classification and labeling of children and an historical overview of Australian integration. Following chapters address: theoretical and practical aspects of early intervention, problems associated with finding suitable placement for children experiencing early learning difficulties, and the impact of teachers influence on the placement and education of high-risk children in regular classrooms. Part II addresses curriculum and management issues, with papers that demonstrate the value of a structured teaching program by incorporating precise definition of teaching objectives and a mastery-learning procedure. The papers review research in the area of reading; describe methods for teaching spelling, handwriting, and basic mathematics; outline computer applications; provide guidelines for managing inappropriate behavior; document correspondence between a first-year resource teacher and her former lecturer on selection of a reading model for a primary school; and discuss preparation of older children for the post-school period. (JDD)