The National Academy of Sciences (NAS) panel recommendations are examined critically in view of past and current classification and placement practices for exceptional students. The NAS panel emphasis on instructional validity is strongly endorsed. However, the NAS panel was perhaps naive in certain other recommendations, particularly those dealing with use of biomedical data and learning-process assessment. Special problems in mild mental retardation and inaccurate interpretation of overrepresentation phenomena are discussed, as well as the use of prereferral interventions, cross categorical programming, application of an outcomes criterion, and expansion of regular education options for mildly handicapped students, including prereferral services.
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