This guide presents recommended practices for instruction of students with special needs, based on the premise that students should be educated according to individual needs, not according to a categorical exceptionality label. The guide presents principles applicable to both special and general education classrooms and is organized around six basic fundamentals of quality classrooms: (1) teacher characteristics (such as respect, positive attitudes, and realistic expectations); (2) environmental characteristics (physical arrangements, positive classroom climate, and routines and procedures); (3) classroom management (such as planning, classroom rules, movement management, and reinforcement versus punishment); (4) effective instruction (instructional planning, group practice, and assessment of mastery); (5) collaborative teaming (rationale, types of teams, and peer coaching/mentoring); and (6) individualized instruction (what to teach and how to teach). Attached are a glossary and appendices which include rating scales and listings of instructional principles. Also attached are five topical papers on: Program of Studies requirements, educating students with attention deficit hyperactivity disorder, nonaversive techniques for behavior management, transition, and assistive technology. (The main paper contains 32 references; the topical papers also contain references and glossaries). (DB)