This book is designed to be an intervention model based on the concepts of Piaget's study of constructivism. The application of this approach will help children with learning/ behavioral disorders actively participate in a fuller integration of their own psychomotor, affective, and cognitive information processing skills and adaptation. The work is directed toward teaching children to acquire the basic skills necessary for living in a multicultural society, including academic, personal, interpersonal, communicative, and economic proficiency. Each chapter in this book offers a substantial overview on different instructional and therapeutic approaches and the manner in which cognitive- developmental constructivism became interwoven into so many psycho-educational theories. The key principles discussed include the acceptability of the learner's needs and the cycle of learning, developing experiences and programs, facilitating self-actualization, recognizing the adaptive function of human feelings, establishing a nurturing intervention environment, and developing a genuine concern and respect for the worth of others and potential skills in conflict resolutions. Tables and charts are included, enabling teachers to assess special education children and design lessons for them. This excellent resource is intended for special education teachers, school counselors, and school psychologists. After a preface, this book is organized into the following ten chapters: (1) Introduction; (2) Developmental Constructivism; (3) Development and Meaning-Making; (4) Self-Regulation; (5) Contact, Awareness, and Dialogue; (6) Children with Learning/ Behavior Disorders; (7) Self-Regulated Learning; (8) Intervention; (9) Cycle of Learning; and (10) Guidelines: Establishing Self-Regulated Learning Activities. The book also includes a list of references; a name index; and a subject index. (Contains 4 tables.)