Papers are presented from a debate held in 1983 on noncategorical versus categorical programming for behaviorally disordered children and youth. C. Nelson and K. Greenough advocate the noncategorical approach, asserting that categorical approaches can be harmful, are nonfunctional in educational terms, and are less practical than alternative approaches (such as the consulting teacher approach originated in Vermont. S. Huntze and R. Simpson reply that such a noncategorical approach may actually reduce quality services to behaviorally disordered students. They view the implications for teacher education and certification in terms of six issues: political/governmental realities, program quality, the labeling concern, service delivery and consumer factors, personal/social concerns, and categories and communication. Rebuttals to the categorical position focuses on the need to change the system and the problems with existing categorical approaches. Rebuttals to the noncategorical system consider its abuse and assert that labeling should not become the sole basis for the decision. (CL)