A review of literature on learning disabled and emotionally disturbed children is presented, focusing upon the role of the physical education teacher as a part of the educational team responsible for implementing individualized education programs. The close relationship between learning disabilities and emotional disturbances is examined, and characteristics which make emotionally disturbed children behave in a markedly different way from social norms are discussed. Theories on neuromuscular etiologies such as myelinization, hyperactivity, and movigenics are cited. Approaches to adapting physical education programs to meet the needs of children with these particular handicaps are explored, including consideration of: (1) movement development; (2) self control; (3) motivation; (4) self confidence; (5) psychological tests; (6) hyperkinetic children; (7) sequential and mastery learning; (8) behavior modification, reinforcement, and modeling; and (9) obtainable goals for both elementary and secondary school physical education programs. The necessity of building and implementing an effective behavioral management system for adapted physical education programs is emphasized. (JD)