Defined are categories of learning disabilities (LD) that can be remediated in regular public school classes, and offered are remedial approaches. Stressed in four studies is the heterogeneity of LD problems. Suggested is grouping LD children into three categories: no disorder (problem is from the learning environment); minor disorder (problem is from deficiencies in the child and learning environment); and major disorder (problem is from specific disability or serious emotional disturbance). A conceptualization of the learning process is described as are teaching tasks that facilitate the best match between environmental circumstances and the pupil's assimilated schemata. Suggested for teaching LD children are an individual-oriented environment and sequential, hierarchical strategies for three levels: school subject mastery (A), mastery of prerequisites (B), and remediation of interfering behaviors (C). Described for personalized instruction are aspects such as the difference between personalized and individual instruction, and a classroom sequence involving three phases: the teacher-pupil planning phase, work phase, and culmination phase. Explained are remedial concepts such as developmental and remedial instruction, and diagnistic teaching. Listed alphabetically by author are annotated references for the three levels. Accountability of educational programs is seen to be achieved by evaluation facets such as key factors of description and judgment. (Included in appendixes are variables for analyzing educational programs, tasks for developing and evaluating a school system program, and suggestions for intervention.) (MC)