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THIS STUDY SOUGHT TO DEVELOP A PUBLIC SCHOOL PROGRAM FOR BRAIN-INJURED CHILDREN OF AVERAGE OR LOW AVERAGE INTELLECTUAL POTENTIAL. THE OBJECTIVES WERE--(1) TO COLLECT CLINICAL TUTORING TECHNIQUES BEING USED, (2) TO CLASSIFY CLINICAL TUTORIAL METHODS IN A FRAMEWORK USEFUL FOR DEVELOPING TECHNIQUES FOR GROUP TEACHING, (3) TO ADOPT CLINICAL TUTORIAL TECHNIQUES TO GROUP TEACHING, (4) TO DEVELOP A MODEL DEMONSTRATION CLASSROOM FOR EXPERIMENTING WITH AND TESTING THE ADOPTED CLINICAL TUTORIAL TECHNIQUES TO PROVIDE OBSERVATIONAL OPPORTUNITIES FOR TEACHERS AND EDUCATION STUDENTS, AND (5) TO DEVELOP NEW HYPOTHESES FOR EXPERIMENTATION IN GROUP EDUCATION OF BRAIN-INJURED CHILDREN. IT WAS FOUND THAT GREAT CARE HAD TO BE EXERCISED IN THE SELECTION OF THE CHILDREN FOR THE CLASS TO KEEP THE RANGE OF LEARNING PROBLEMS AS NARROW AS POSSIBLE. THE SIZE OF THE CLASS MUST BE KEPT UNDER 10. BESIDES HAVING MOTIVATED AND SKILLED TEACHERS, THERE MUST BE PROFESSIONAL ASSISTANCE AVAILABLE OUTSIDE THE CLASSROOM--A PHYSICIAN, PHYSICAL THERAPIST, PSYCHOLOGIST, AND SOCIAL WORKER AS A MINIMUM. THERE SHOULD ALSO BE A FULL-TIME TEACHER'S ASSISTANT IN THE CLASSROOM, AND SELECTION CRITERIA FOR GROUPING BRAIN-INJURED CHILDREN SHOULD BE BASED MORE ON EDUCATIONAL BEHAVIOR THAN ON MEDICAL DIAGNOSIS. (JL)