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)

This article proposes that the experience of people categorized as having intellectual disabilities is inadequately represented by disability theory premised on the socially constructed duality between disability and impairment. It argues that representation within the wide world of disability will only be achieved by thinking of disability on a…

Notes that most special education children are in nonnormative category and that classification of such children as unready for school is based on factors unrelated to education. Argues that children in normative and nonnormative disability categories should be considered ready for regular education and that the readiness concept applied to…

This article addresses whether or not the assumptions upon which the Individuals with Disabilities Act (IDEA) is based remain valid as we approach the 21st century. Eligibility and labeling, free and appropriate public education, the individualized education program, and the least restrictive environment requirements are examined, and…

This paper examines how the representations of Asian Americans as the model minority and as perpetual foreigners play off one another to shape the positioning and experiences of Asian American students in U.S. schools and maintain the dominant racial order in the United States. Although the representation of Asian Americans as a high-achieving and…

The paper presents the thesis that mild mental subnormality developed as a "scientific," hence natural, explanation for the socially unacceptable behavior of economically marginal persons. The history of such labels as "moron,""imbecile," and "moral imbecile" is traced to the late 19th century emphasis on…

Traits attributed to deaf people may not reflect their true characteristics, but the paternalistic posture of hearing experts. The attributions reveal paternalistic universals, paternalistic parallax, paternalistic ethnocentrism, and economic self-interest. Research flaws in test administration, test language, and test scoring are identified.…

The article criticizes current special education practices, noting that the concept of individual differences has led ultimately to the practice of labeling children with special needs. The "medical model" has put children in special classes, where they tend to perpetuate and reinforce both the labels and behaviors implied by those labels.…

The weight of evidence to date suggests that distinctions among traditional remedial and special education classifications do not correspond to distinctions in the instructional approaches that are needed. Direct teaching of basic skills and frequent assessment of pupil progress seem to be effective for all children with academic difficulties.…

The last decade has seen an increase of interest in early identification of children with potential learning and behavior problems. In the present report, the purposes of early screening are delineated and selected arguments against preschool identification and intervention programs described. Arguments favoring the early screening of preschoolers…

The author argues that failing grades and grade repetition harm students and should be removed from the middle school. He presents a grading system of A-B-C-Incomplete which would eliminate grade repetition, encourage individualized instruction, and promote student self-esteem. (SJL)

Two high school English teachers disagree on the efficacy of making jokes about racial and cultural stereotypes. (RL)

This article considers whether Asperger syndrome (AS) should necessarily be viewed as a disability or as a difference. It concludes that "difference" is a more neutral and fair description. A model (the emphasizing-systemizing model) is summarized that attempts to define in what way individuals with AS are different. (Contains references.)…

Criticizes an anti-inclusion article by Smelter, Bradley, and Yudewitz in the September 1994 issue of "Kappan" for its misguided conclusions. In light of today's heterogeneous classrooms, the authors' assumptions about regular-education teachers' capabilities are both faulty and insulting. All children learn best in regular classrooms…

Examines the research on one of the newest labels in the field of reading disabilities: attention deficit syndrome. Argues that such labels do little to help teachers plan instruction and can be harmful. Discusses the current diagnosis for this syndrome and the behaviors generally associated with it. (HB)