The authors describe program organization and teaching/learning procedures which can be employed in the remediation of mildly to severely handicapped students. Following an introductory chapter, Chapter 2 describes ways to manage educational resources such as time, aides, support staff, and student teachers to maximize learning. A brief third chapter considers determining what and how to teach and utilizing ongoing assessment. A final chapter reviews procedures which can be employed in designing programs for difficult to teach learners. An educational environmental approach is stressed which makes three basic assumptions: (1) skills are taught, maintained, and generalized through the systematic arrangement of the environment; (2) educators are responsible and accountable for delineating the most appropriate arrangements for individual learners; and (3) learners should be taught skills they can fluently use and generalize across environments. (SB)