Abstract
Public school systems world-wide have developed a variety of programmes to provide for children with special needs. Some of these approaches have included segregation of handicapped children into special classes, while others have sought to educate them in regular school environments, with physical and psychological resource support. Still other school systems have ignored the issue and have provided no programmes at all. This paper addresses two possible solutions to the question of educating special needs children in Denmark and the United States, comparing legislation, curriculum planning and the school psychologist's role.
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