Some of the prelevant ways by which the schools, through their special education programs, deal with handicapped children are considered; and an alternative to the present system is explored. Covered in brief sections are the following topics: three perspectives of special education practice (the conservative view, the piecemeal approach, and the humanistic view); the difference between bona fide and bogus handicaps; criticisms of the labeling practice; the inexactness of the term "learning disabilities"; a relational patterns paradigm as an alternative to labeling which examines the ways in which children relate to situations, people, and things in the school environment; and advantages of a humanistic response to education. (SBH)