Special education for students with disabilities: Analysis and recommendations

Future of Children

Volumn 6, Issue 1, 1996, Pages 4-24

  Terman, Donna L ^a   Larner, Mary B ^a   Stevenson, Carol S ^a   Behrman, Richard E ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; CHILD; CLASSIFICATION; CURRICULUM; DISABLED PERSON; EDUCATION; FINANCIAL MANAGEMENT; HUMAN; LEGAL ASPECT; ORGANIZATION AND MANAGEMENT; REVIEW; STATISTICS; UNITED STATES; VOCATIONAL EDUCATION;

ADOLESCENT; CHILD; DISABLED PERSONS; EDUCATION, SPECIAL; ELIGIBILITY DETERMINATION; FINANCING, GOVERNMENT; HUMANS; MAINSTREAMING (EDUCATION); UNITED STATES; VOCATIONAL EDUCATION;

EID: 0030103349     PISSN: 10548289     EISSN: None     Source Type: Journal    
DOI: 10.2307/1602491     Document Type: Article

References (60)

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5. Louis Harris and Associates, Inc. The ICD survey III: A report card on special education. New York: International Center for the Disabled, 1989.
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9. National Association of State Boards of Education. Winners all: A call for inclusive schools. The report of the NASBE Study Group on Special Education. Alexandria, VA: NASBE, October 1992.
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11. Council for Learning Disabilities. Concerns about the full inclusion of students with learning disabilities in regular education classrooms. Washington, DC: NJCLD, 1993.
12. National Joint Committee on Learning Disabilities. A reaction to full inclusion: A reaffirmation of the right of students with learning disabilities to a continuum of services. Washington, DC: NJCLD, 1993.
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19. Procedural safeguards under the IDEA are spelled out in the U.S. Code of Federal Regulations, Title 34, Subtitle B, Chapter III, Part 300.
20. "Multiple disabilities" is an IDEA category for students whose educational problems are so serious that they cannot be accommodated in special education programs solely for one impairment, for example, severe mental retardation combined with blindness. This is a relatively small category, accounting for 2% of IDEA-eligible students. Many other students have disabilities in more than one area, albeit less serious.
21. "'Learning disabilities' is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be the result of central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other handicapping conditions (for example, sensory impairment, mental retardation, serious emotional disturbance) or with extrinsic influences (such as cultural differences or insufficient or inappropriate instruction), they are not the result of these conditions or influences." National Joint Committee on Learning Disabilities. Letter to NJCLD member organizations, 1988.
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30. Professionals and clients often prefer terms such as "developmentally delayed" or "developmentally disabled" rather than "mentally retarded" to refer to this population. The term "persons with mental retardation" is used here because this is the term used in the IDEA's statutes and regulations. Young children who are developmentally delayed should not be assumed to have mental retardation because many factors, such as temporary or permanent hearing loss, may be responsible for developmental delays. Among older elementary students, adolescents, and adults, the terms "developmentally disabled" and "mentally retarded" can generally be considered to be synonymous.
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39. Code of Federal Regulations, Title 34, Subtitle B, Chapter III, Part 290.
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