A new approach in teaching long division, based on a theoretical model of how the brain functions in problem solving, was presented to a group of five mentally ill adolescents who were previously unable to learn long division. (Author)

The lack of a firm definition of emotional disturbance, accompanied by a dearth of valid identification methods and absence of effective programing are cited as major problems. The authors emphasize the importance of basic skills instruction, behavior management leading to self-control, and reeducation of the student's total environment. (CL)

On the basis of her experience with brain damaged and autistic children, a teacher suggests guidelines for structuring tasks, the learning environment, and student behavior to facilitate learning. (GW)