Abstract
A current controversy is whether special education is basically sound and needs incremental improvement in practices or needs radical restructuring for inclusion. The rationale for inclusion is summarized. Subsequently, the conceptual orientation underlying a special class for students with emotional or behavioral disorders is articulated, and the implementation of this philosophy in a special class is described. The separate, special class was structured to meet the special needs of students whose behavior made them unwelcome in general education classes. Interviews with school personnel suggested that the class provided an invaluable service that could not be provided in more inclusive arrangements.
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