Stephens critically examines Pugach's ideas regarding the relationship be tween special and regular education. Further, he reviews the social and economic history that, until recently, denied a free and appropriate education to many handicapped children. It was because of the public schools' failure to meet the educational needs of children with exceptionalities that special school programs and related teacher prepara tion programs were created. Eight of Pugach's assertions are addressed in this rejoinder.
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