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 Pennsylvania State Department of Education recently changed to a noncategorical certificate for special education teachers based on three factors: overlap in categorical programs, generalization of materials and methods across all categories, and similarity in daily activities of special education teachers regardless of categorical assignment.…

The first of six articles on the topic of categorical versus noncategorical special education reviews research on the harmful effects of labeling and categorizing children and introduced the next five papers. (CL)

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…

Presented is the script for a slide tape description of the Margaret Harris Center in DeKalb County, Georgia, a noncategorical program for moderately and severely handicapped infants and children. (CL)

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…

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…

Competencies of two groups of first year special education teachers were compared: 109 graduates whose training was primarily categorical and 99 graduates whose training was primarily noncategorical or comprehensive. Results of surveys on competencies completed by Ss and 27 Directors of Special Education in Pennsylvania intermediate units revealed…

A national survey examined opinions of state directors of special education and special education teacher educators (n=118) about generic teacher preparation. Findings supported the value of generic teacher preparation for teachers of mildly handicapped students and identified unresolved issues including the impact of such programs on service…

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)

This article describes the results of a survey of Alabama special education teacher educators, school superintendents, special education coordinators, and noncategorically certified teachers five years after implementation of a mild learning-handicaps teaching certificate in the state, and relates the findings to national reports on this topic.…

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 study compared academic progress and behavioral ratings of students in an interrelated special education program with those of students in a categorical program. Subjects were 92 mildly disabled students from two rural special education cooperatives. Results indicated that overall student performance did not differ significantly between the…