The exclusion of pupils considered socially maladjusted in the Public Law 94–142 definition of seriously emotionally disturbed has led to gaps in services to a population of schoolchildren having significant educational needs. Issues related to this exclusionary clause are discussed in light of current research evidence and school practices. Considerable support exists for the position that the exclusion of these students from special education and related services is neither logical not valid. A broader perspective is advocated, in which the needs of antisocial students (and their families) are addressed through early intervention for at-risk pupils, as well as in appropriate special education programs.
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