A scheme of classification is suggested for physicians faced with various prescriptions for remediation of children with learning disabilities. Three models of the causes of learning disability are suggested: (1) the difference model which stresses normal variability in the pattern of development of mental abilities; (2) the deficit model which assumes a limited malfunction of the brain; and (3) the delay model which suggests transitory immaturity or lag in development as the cause for learning disability. Process-oriented and goal-oriented strategies of management are delineated. Remedial methods are classified according to their implicit model of etiology and their adherence to the process- or goal-oriented approach. An atheoretical, goal-oriented approach which works with the existing pattern of the child's abilities and seeks to tailor individualized instruction to the specific gap in academic understanding and knowledge is advocated. (Author/ED)