The paper considers improved instructional design for learning handicapped students including the development of a cooperative and supportive school organization, the creation of appropriate classroom management systems, and the employment of active teaching strategies. A supportive school organization requires a positive interpersonal climate, placement of exceptional learners in the least restrictive environment, alternatives to normative testing and grading procedures, and a sound school-wide discipline code. Creation of an appropriate classroom management system requires establishment of positive interpersonal relationships between the teacher and students and among pupils. Also useful are attractive structured learning environments, behavior modification systems, and parent involvement. Ten active teaching strategies are: (1) clearly explain instructional objectives and tasks; (2) model and demonstrate assignments appropriately; (3) use "special" instructional materials and equipment; (4) ask questions and encourage responses; (5) present appropriate aids, prompts, and cues; (6) direct pupils in self-mediation and self-management; (7) praise pupil achievement; (8) provide correction and feedback; (9) record pupil performance using systematic token reinforcers and credits; and (10) show enthusiasm and interest in the lesson. A special education effective teaching lesson evaluation form is appended. (DB)