The articles included in this special journal supplement represent a view of special education which is concerned with the adjustment of the emotionally disturbed learner within varied social-interactional frameworks or settings, as noted in the guest editorial by Charles Chrystal. "Beyond Therapy and Research: Helping Emotionally Troubled Children within the Political Process," by Anthony Jackson, calls for greater political involvement on the part of special educators. "An Ecological Approach to Identifying and Validating Social Skills for Students with Emotional Disturbance," by Patrick Schloss et al., offers guidelines to enhance the adjustment of students with emotional disturbance to mainstreamed educational environments. "Education of Emotionally Disturbed Children: Is It School or Treatment?" by Bruce Nisbet and Michael Lucow, describes the overlap of clinical and educational services, using case studies to illustrate the difficulties faced by administrators and staff. "Expanding the Horizon: Sibling Contributions to the Ecological Model," by Sharon Farago Cramer, writes about siblings' influence upon classroom behavior of emotionally disturbed students and advocates involving siblings in the treatment process. "Ecological Assessment Procedures for Emotionally Disturbed Students," by Mark Posluszny, provides a framework for interventional decision making. "The Ecology of Helping: Conflict or Collaboration?" by Charles Chrystal, examines approaches to helping, suggests reasons for conflicts among helpers, and discusses conflict resolution techniques. (JDD)