This article documents the content of the days of two children with low incidence disabilities. One child attends a rural school, the other an urban school. The main question to be answered in this study was: How does a typical day for a rural student with a low incidence disability differ from that of an urban student with a similar handicapping condition? Similarities and differences in context and content, in engaged time, student heterogeneity, and in teacher pre/in service preparation were found.
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