The Tenth Annual Report to Congress : Taking a Significant Step in the Right Direction

Abstract

The author presents a critical examination of the U.S. Department of Education's Tenth Annual Report to Congress on the Implementation of Public Law 94–142: The Education of All Handicapped Children Act. It appears that the overall results of the report contribute significantly to painting an accurate picture about efforts made to provide adequate instructional environments for school-aged children, who exhibit learning disabilities. The most telling conclusion, however, is that ethnic minority children generally, and Black economically disadvantaged children in particular, are not reaping comparable instructional benefits from these special programs, as are their white counterparts. As a matter of fact, the data reveal a striking parallel between Black students who drop out of “special programs” and those who are disadvantaged by their socio-economic backgrounds, and who tend to drop out of “regular education.” In light of these curious trends, the author proposes that a comprehensive follow-up study be conducted. The purpose of this investigation is to determine the extent to which interactive factors are contributing to the dropout problem, as evidenced by Black students with learning disabilities.