Although the advent of public school special day classes for children with disabilities at the end of the 19th century and the beginning of the 20th marked a major shift in the service model, apparently in the direction of educational and societal inclusion, such classes had different meanings for different students. They reflected at least three different “visions,” which can be understood by the metaphors cluster, clinic, and clearing-house, though the last was not sustained for the students for whom it was intended, nor can it be today. The story of each may offer guidance for special educators today and in the future.
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