The categories used in special education for mildly handicapped students are not reliable nor valid as indicators of particular forms of education. Their use is expensive and inefficient; they cause much disjointedness in school programs. It is recommended that a program of pilot projects be initiated in conjunction with regular educators to redesign categorical programs and policies.
Get full access to this article
View all access options for this article.
References
1.
Advocacy Center for the Elderly and Disabled. (1986). Rights without labels. New Orleans, LA: Authors.
2.
AlgozzineB., & YsseldykeJ. E. (1981). Special education services for normal children: Better safe than sorry?Exceptional Children, 48, 238–243.
3.
Association for Children with Learning Disabilities. (1986). Position statement on a regular education/special education initiative. Pittsburgh, PA: Author.
4.
BromanS. H.NicholasP. L., & KennedyW. A. (1975). Preschool IQ: Prenatal and early development correlates. New York: Wiley.
5.
Cantalician Foundation, Inc. (1983). Technical assistance and alternative practices related to the problem of the overrepresentation of Black and other minority students in classes for the educable mentally retarded. Buffalo, NY: Author.
6.
ChalfontJ.PyshM., & MoultrieR. (1979). Teacher assistance teams: A model for within building problem solving. Learning Disabilities Quarterly, 2, 85–86.
7.
DunnL. (1968). Special education for the mildly retarded—Is much of it justifiable?Exceptional Children, 35, 5–22.
8.
EdgarE., & HaydenA. H. (1984–85). Who are the children special education should serve and how many children are there?The Journal of Special Education, 18(4), 523–539.
9.
EppsS., & TindalG. (in press). The effectiveness of differential programming in serving mildly handicapped students: Placement options and instructional programming. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
10.
GerberM. M. (in press). Application of cognitive-behavioral training methods to teaching basic skills to mildly handicapped elementary school students. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
11.
HellerK.HoltzmanW., & MerrickS., (Eds.) (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy Press.
12.
HobbsN. (1975). The futures of children. San Francisco: Jossey-Bass.
13.
HobbsN. (1980). An ecologically oriented service-based system for classification of handicapped children. In SalzmeyerE.AntrobusJ., & GliakJ. (Eds.), The ecosystem of the “risk” child. New York: Academic Press.
14.
Katie finds a friend with clout. (1985, November 23). U. S. News and World Report, pp. 10–11.
15.
KeoghB. K. (in press). Learning disabilities: Diversity in search of order. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
16.
LakinK. C. (1983). Research-based knowledge and professional practices in special education for emotionally disturbed students. Behavioral Disorders, 8, 128–137.
17.
LloydJ. W. (in press). Direct academic interventions in learning disabilities. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
18.
MorsinkC. V.ThomasC. C., & Smith-DavisJ. (in press). Noncategorical special education programs: Process and outcomes. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
19.
NelsonC. M., & RutherfordR. B. (in press). Behavioral interventions with behaviorally disordered students. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
20.
NevinA., & ThousandJ. (in press). Avoiding or limiting special education referrals: Changes and challenges. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
21.
Position statement: Advocacy for appropriate educational services for all children. (1986). Boston, MA: National Coalition of Advocates for Students and the National Association of School Psychologists.
22.
ReschlyD. J. (in press a). Learning characteristics of mildly handicapped students: Implications for classification, placement, and programming. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
23.
ReschlyD. J. (in press b). Minority MMR overrepresentation: Legal issues, research findings, and reform trends. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
24.
ReynoldsM. C., & WangM. C. (1983). Restructuring “special” school programs: A position paper. Policy Studies Review, 2(1), 189–212.
25.
ReynoldsM. C., & LakinK. C. (in press). Noncategorical special education: Models for research and practice. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
26.
SageD. D., & FensonH. C. (1985). A study of mixed category special education programs in the Commonwealth of Pennsylvania (Final report to the Pennsylvania Department of Education Bureau of Special Education). Syracuse, NY: Syracuse University.
27.
ScottK. G., & CarranD. T. (in press). Identification and referral of handicapped infants. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
28.
ShepardL. A., & SmithM. L. (1981). The identification, assessment, placement, and remediation of perceptual and communicative disordered children in Colorado. Boulder: Laboratory of Education Research, University of Colorado.
29.
SmithC. R.WoodF. H., & GrimesJ. (in press). Issues in the identification and placement of behaviorally disordered students. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
U.S. Department of Education. (1985). Seventh annual report to Congress on the implementation of Public Law 94–142: The Education for All Handicapped Children Act. Washington, DC: Author.
32.
WangM. C., & BirchJ. W. (1984a). Comparison of a full-time mainstreaming program and a resource room approach. Exceptional Children, 51(1), 33–40.
33.
WangM. C., & BirchJ. W. (1984b). Effective special education in regular classes. Exceptional Children, 50(5), 391–398.
34.
WangM. C.ReynoldsM. C., & WalbergH. J. (in press a). The handbook of special education: Research and practice. Oxford, England: Pergamon.
35.
WangM. C.ReynoldsM. C., & WalbergH. J. (in press b). Rethinking special education. Educational Leadership, in press.
36.
WienerG. (1968). Long-term study of prematures: Summary of published findings. Washington, DC: Office of Education, Department of Health, Education, and Welfare. (ERIC Document Reproduction Service No. ED 043389, PS003651.)
37.
WillM. C. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52(5), 411–416.
38.
YsseldykeJ. E. (in press). Classification of handicapped students. In WangM. C.ReynoldsM. C., & WalbergH. J. (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.
39.
YsseldykeJ. E.AlgozzineB.ShinnM., & McGueA. (1982). Similarities and differences between low achievers and students classified learning disabled. Journal of Special Education, 16, 73–85.
