Abstract
This article ascertains and analyzes legal rights of children with handicapping conditions relative to public school systems in United States, with special reference to mainstreaming. In matter discussed here, all levels of government meet in a dynamic, constantly changing relationship. Developments in recent months have exerted an impact on handicapped children, and decisions in succeeding months and years may radically change their circumstances. Reutter and Hamilton state that the educational rights of handicapped children under federal and state constitutions are murky as of this writing.' That assertion may have been true two years ago, but clarity is emerging from triple crucible of legislature, court, and board room. The Tenth Amendment to United State Constitution reserves to States
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