The push by federal, state, and local educational agencies to build appropriate services for secondary handicapped youths is being impeded by a lack of data. A review of the literature suggests that no significant research has been conducted with adolescents with educational handicaps in the areas of achievement motivation, labeling, memory and retrieval, moral development, and cognitive development and integration. Without research into these areas, educators will be faced with the continuing responsibility of building identification, assessement, program, placement, and ancillary services while lacking the necessary information.
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