Abstract
A decade has now passed since former President Gerald Ford signed into law PL 94–142, the 1975 Education for All Handicapped Children Act, which recognized handicapped children as an integral part of all education. Today, 10% of the entire school population receives special education services, and over 125,000 person nel have entered the field of special education. Commensurate with these changes, funding for special education has tripled overall, while federal support has increased by a factor of 100 (Council for Exceptional Children, 1985).
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