The authors examine factors contributing to the perpetuation of the categorical approach to education for behaviorally disordered students and document problems associated with it. Factors in support of the noncategorical are presented. Selected examples of noncategorical educational programs precede recommendations concerning the facilitation of…

The author cites potential damages resulting from P.L. 94-142, the Education for All Handicapped Children Act, and its reliance on categories of handicapping conditions. He further notes the possibility of a backlash movement in the country's current conservatism. (CL)

Objections to the traditional categorical model of special education are followed by a summary of administrative factors supporting the tradition. Reasons underlying the persistence of the categorical approach are seen to include misconceptions about the nature of the disability categories. Learning disabilities are cited as an invalid and…

This paper presents a model for the preparation of Quebec teachers of special needs children across disability categories. The proposed model emphasizes collaborative consultation among regular and special educators, collaboration with parents, individualized intervention plans, and teaching of learning strategies. The paper recommends that a…

This article discusses four major implications of the proposed reauthorization of the Individuals with Disabilities Education Act: (1) higher expectations for students with disabilities; (2) more family involvement in children's progress; (3) noncategorical approach to eligibility; and (4) simplified eligibility requirements. (DB)

Papers are presented from a debate held in 1983 on noncategorical versus categorical programming for behaviorally disordered children and youth. C. Nelson and K. Greenough advocate the noncategorical approach, asserting that categorical approaches can be harmful, are nonfunctional in educational terms, and are less practical than alternative…

The trend to include mildly mentally retarded, emotionally disturbed (behavior disordered), and learning disabled children in the same generic category and in the same school programs is increasing. The author believes that the noncategorical trend in special education can endanger the appropriate education of many children. (Author)

Three articles discuss the merits and pitfalls of categorical v noncategorical training of teachers in special education. (SBH)

Responses to EC 604 077 include "A Proposed Certification Model for Special Education" (Paul Sindelar et al.), "Categorical versus Noncategorical versus Cross-Categorical Teacher Certification in Special Education" (Ann Nevin), and "Do We Have to Choose Categorical versus Noncategorical?" (Judith Bondurant-Utz et…

The paper compares current practices of identifying students with special educational needs in Australia and Scotland. Noted are problems generated by the abandonment of a category-based approach to such children. Australian and Scottish practice are also compared to United States' experience in light of Public Law 94-142. (Author/DB)

Quality education and rehabilitation programs for blind and visually impaired individuals are threatened by recent changes in federal and state education policy that favor noncategorical approaches in special education. Current special education policies are reviewed and suggestions are made for ways to avert domination by the interests of…

The article explores implications of the noncategorization of exceptional students. One area of concern is that those children who fail in school will be lumped together with handicapped children, which, the author asserts, does an obvious disservice to both. (PHR)

An administrator of a school for students with visual impairments and multiple disabilities raises concerns about assumptions of inclusive education that "all teachers can teach all children" and movements toward a generic "teacher of the handicapped" certificate. He maintains that blindness requires highly specialized interventions. (DB)

This discussion of special needs students in the context of British education supports and extends John Fish's "dimensions" concept, a descriptive system which is seen as neither crudely categorical nor completely individualized. The model involves five dimensions of special needs, each banded into six levels of need intensity. (DB)

Examined are the political, historic, and economic influences in England and Wales affecting the categorization and labeling of pupils with special educational needs. The paper concludes that adoption of a non-categorical classification system has been unsuccessful in abolishing labeling, but has obfuscated statistical information reported by the…