This guide provides information to assist in developing and monitoring programming for students with learning disabilities. It focuses on key components of programming based on research and best practices. Expected outcomes of implementing the suggested strategies are described for each key component. The guide stresses that these key components of programming are not discrete but must work together to be effective. A section is given to each of the nine programming components and includes an explanation, barriers to the components implementation, ways to facilitate the component, expected outcomes and results, and connections to other Alberta (Canada) learning resources. Key components are: (1) collaboration; (2) meaningful parent involvement; (3) identification and assessment; (4) ongoing assessment; (5) Individualized Program Plans; (6) transition planning; (7) self-advocacy; (8) accommodations; and (9) instruction. The following three sections apply the key components to early school years, upper elementary school years, and junior high/senior high school covering the domains of metacognition, information processing and communication, social development, and academic development. Nineteen appendices provide specific tools including worksheets, checklists, tips for parents, an observation guide, lists of accommodations, and teaching rubrics. (Contains approximately 90 references.) (DB)