Two major factors seem to have contributed to the current transformation of special education. One has to do with evidence for or against the special class model of service delivery; the second, which is Jess widely acknowledged, concerns the increasingly complex ways of viewing children with learning and behavior problems. Brief review of the second factor suggests that ecological concepts in mental retardation, learning disabilities, and emotional disorders have begun to characterize current thinking. Implications for research efforts and professional roles are discussed.
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