Persistent problems in meeting the intent of Public Law 94–142 (and its reauthorization legislation) are caused by the failure of federal and state leaders to collaborate beyond the boundaries of current policies to develop new approaches to meeting the learning needs of students with disabilities. Much of the hindrance derives from problems with current referral-to-placement procedures. This article proposes a way to escape from the quagmire of laws, regulations, and policies that make special education costly rather than free and that inhibit teachers from developing appropriate educational strategies.
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