The publication of the ninth manual on terminology and classification of the American Association on Mental Retardation in 1992 formally initiated the use of the concept of levels of supports as an alternative approach to understanding the meaning of mental retardation. This paper analyzes the application of this change in the classification system in the domain of published research. Data from three professional journals are presented and interpreted. The implications for future identification and classification in mental retardation, teacher training, and the delivery of services and supports is discussed.
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