Abstract
In the United States, the vast majority of individuals labeled as retarded fall under the category of educable mental retardation. These persons are described as functionally handicapped because they are without signs of organic disorder or brain pathology. Furthermore, they are drawn almost exclusively from poor families, often of minority origin, an attribute that makes educable mental retardation unique among modern special education classifications and which has made it the subject of controversy since the late 1960s.' In 1979 the National Academy of Science commissioned a special panel to examine minority overplacement and other issues related to EMR programming. The panel's report, issued in 1982, amplified and documented earlier concerns. Among other findings, the study reported
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