Abstract
Most school systems are not blessed with unlimited funds, yet court rulings require them to provide certain handicapped children with educational programs beyond the usual 180-day year. Although these programs must meet the unique educational needs of qualifying students, they are not required to be the best that money can buy, nor must they be designed to maximize each student’s potential. This article explores the development of judicial interpretations affecting extended year programming and analyzes, according to four policy choice criteria, five policy options available to school systems. The article concludes with a recommendation for policy selection based on a set of presuppositions applicable to many school systems.
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