There is much more to a learning disabled (LD) child's successful learning than part-to-whole or whole-to-part instruction. Among the many factors to be considered are his/her learning style, interests, abilities, aptitudes, health, and parental support. Instructional programs for learning disabled children should be based on the students' uniqueness just as it should be for all other children. Educators should be aware of the research done with LD children and should challenge any findings which are not found to be so in their experience with LD children. Parental support should be sought and successes should be shared with colleagues. Experience with children of all ages shows that in order to include all children, teachers must beware of letting the instructional pendulum swing too far in any one direction. There is a place for both whole-to-part and part-to-whole instruction for LD students, as those students favoring whole language instruction can profit by some part-to-whole instruction and those favoring part-to-whole instruction can profit by some whole language instruction. (RS)