This special journal section contains five major articles concerned with the education of children with disabilities, especially with emotional or behavioral disorders. The lead article by Ramon M. Rocha and Susan McCue, discusses the education of emotionally disturbed (ED) students in New York State as directed by the Commissioner of Education's Regulations: Part 100. The emphasis in this article is on the impact of Section 100.2(s) of the regulations relating to students with handicapping conditions on regular and special educators, as well as on the importance of a team approach to the implementation of the regulations. Resources available to teachers for facilitating this process include the Committee on Special Education, parents, building administrators, and students themselves. The next four articles are related to what to teach emotionally disturbed students and have the following titles and authors: "Social Skills for Behaviorally Disordered Children as Preparation for Mainstreaming: Theory, Practice, and New Directions" (J. Daniel Hollinger); "Include Time Management and Learning Strategies in the ED Curriculum!" (Linda Reetz and Joe Crank); "Emotionally Handicapped Students from Culturally and Linguistically Diverse Backgrounds: A Multidimensional Profile" (Debra Colley); and "Parent Involvement in Special Education" (Donald Marozas). (DB)