Harvard Educational Review
  1. Winter 1974 Issue »

    Why Special Education Isn't Special

    Carl D. Milofsky
    Special education has developed in recent years to diagnose more effectively and teach children who, for a wide variety of reasons, cannot learn from a regular curriculum. In this article, the author notes that despite their increasing size and sophistication, special education programs have not been successful for the majority of their students. He suggests that one reason for their ineffectiveness may be the ways in which special educators-teachers, psychologists and administrators-relate to the regular personnel of schools. Because special education is marginal to public school operation, political and organizational obstacles may infringe on the autonomy, funds, and quality of programs special educators can provide.

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