The number of special education programs for mildly handicapped adolescents has rapidly expanded in the past few years. Evidence that many such programs serve a primarily tutorial or supportive function raises serious questions about their appropriateness. To date such questions have routinely been approached from a legal standpoint. In this article the issue of tutorial instruction is examined from an ethical rather than a legal perspective. Principles and guidelines for enhancing the ethical appropriateness of tutorial instruction are suggested.
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