The Continuing Dilemma of Educating Children with Mild Learning Problems.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
J. David Smith, Professor, Department Chair (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Despite the relatively great volume of professional debate regarding the elimination of categories within the field of special education, much effort continues to be invested in defining various subpopulations of exceptional children. Categorical definitions of exceptionalities are still being used for the purpose of securing funds from governmental agencies, training professionals at the preservice level, as well as providing specific educational services. Unfortunately the profession of special education has been unable to resolve the conflict between this trend and the opposing trend of noncategorization. The practice of more restrictively defining various subgroups of exceptional children has centered around attempts to include all persons who should be subsumed under a certain definitional category while excluding those who do not belong to this particular group. Noncategorization, on the other hand, has revolved around efforts to eliminate many of the traditional categories associated with special education, e.g., educable mentally retarded, learning disabled, etc. Proponents of non-categorization have argued that the restrictiveness of present definitions of exceptionalities causes children with a number of similarities to be artificially separated from each other in many educational settings.

Additional Information

Special Children, 4 52-60, 63
Language: English
Date: 1978
Education, Mildly learning problems

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