TY - JOUR
AU - Constable, Robert T.
AB - ITrii iiill Editorial Comments ~------~ Adaptive Education and Special Education Reform • The tenth anniversary of P.L. 94­ 142, The Education for All Handicapped Children Act of 1975, has been accompanied by a reassessment of the means used to reach the goals of a free, appropriate, public education for every handicapped child. Briefly, there is increasing concern that efforts to classify the mildly handicapped have been excessive, have led to overlap in pro­ grams, and might be a barrier to improved services. Up to this point, the "pull out" approach-removing students with special learning needs from the regular classroom-has been the only way of assuring that these students were getting the help they needed. School social work, with its connections to the classroom, the family, and the child, has brought about a broader understanding of the handicapped child and his or her environment. This understanding could be crucial to revis­ ing the approaches used to implement the law. Over the last decade, I have observed an increase in school social workers' familiarity with the classroom and an increase in their will­ ingness to work with teachers. I have also observed an interest on the part of teachers to collaborate 
TI - Adaptive Education and Special Education Reform
JF - Children & Schools
DO - 10.1093/cs/9.2.78
DA - 1987-01-01
UR - https://www.deepdyve.com/lp/oxford-university-press/adaptive-education-and-special-education-reform-ZPkm5r7Yfc
SP - 78
EP - 80
VL - 9
IS - 2
DP - DeepDyve
ER -