Abstract
Students with mild educational disabilities are characterized by cognitive and behavioral deficiencies. Such students are diagnosed, labeled and provided with special educational support. In contrast, at-risk students are characterized by risk factors, that is, attributes and circumstances associated with increased probability of academic, personal and social difficulties. Such students require a broad range of interdisciplinary intervention and prevention efforts. Review of the literature reveals that students with mild educational disabilities are remarkably similar to at-risk students in terms of characteristics and life experiences. Given that intervention for at-risk students is comprehensive, less stigmatizing and potentially more effective, it is recommended that conceptual foundations associated with mild educational disabilities be replaced with the theoretical underpinnings of studenits at risk.
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