Developed by the Office of Special Education and Rehabilitative Services (OSERS), this report presents current weaknesses in the education of students with learning problems (those having difficulties learning for any of a variety of reasons) and suggested strategies for correcting those weaknesses. The goal of effective education for all students is noted and progress made since the passage of the Education for All Handicapped Children Act (P.L. 94-142) reviewed. The high dropout and illiteracy rates are indicators of a continuing problem. Special programs may themselves contribute to the problem due to the following features: fragmented approach created by compartmentalized delivery systems, dual administrative arrangements for special and regular programs, stigmatization of students placed in special programs, and frequent transformation of the placement decision into a battleground between parents and school. Recent experience has shown that the most effective solution is to adapt regular programs so that students with learning problems can succeed in the regular classroom. Recommended strategies for assisting the student in the regular class include: (1) increased instructional time; (2) support systems for teachers; (3) empowerment of principals to control all programs and resources at the building level; and (4) new instructional approaches. OSERS is committed to encouraging the partnership of special and regular education and to increase individualization of instruction through support of research and demonstration, personnel preparation, and special studies program priorities. (DB)