This resource booklet has been prepared to help secondary school teachers in instructing secondary school students with special needs. An historical perspective of Bill 82, which requires that Ontario, Canada school boards provide programs and services to meet the needs of exceptional students, is presented in the first section along with implications of the legislation. The "whole child" is discussed in the second section. It is noted that teachers should treat not only specific, identified student needs but should also consider personality needs, student self image, and student interests. Present approaches to special education, discussed in the third section, include: mainstreaming, segregation of exceptional students from their nonhandicapped peers, alternative schools, resource withdrawal programs, and other special classes and programs. The fourth section describes behaviors, possible reasons for behavior, and suggestions for dealing with students who are: (1) orthopedically impaired; (2) hearing impaired; (3) visually impaired; (4) gifted and talented; (5) educable; (6) trainable; (7) learning disabled; (8) speech or language disordered; and (9) emotionally disturbed or socially maladjusted. Suggestions are also presented for each of the populations in classroom techniques, adapted physical education, and shop and laboratory procedures. The fifth section describes specific methods and programs for students with special needs. Techniques include: self evaluation, cooperative games, task analysis approach, individual contracting, and peer programs. Support services are listed in the sixth section, and the conclusion lists a bibliography of relevant materials. (CJ)