Educators often exclude socially maladjusted children (SMA) from a proper education due to serious disruptive behavior. Never the less, these children are entitled to services under section 504 and the Americans with Disabilities Act. While SMA children are indeed difficult to educate, review of the associated literature suggests that methods to remediate and manage behavior patterns exists. This paper will explore effective education for SMA children and effective ways to manage their behavior in the classroom. In addition, this paper will explore the research suggesting that SMA children are harmed by educating them with other children who are SMA. We conclude that meeting the educational needs of children with social maladjustment involves the combination of home and school programming in an inclusive setting. (Contains 1 table.)