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Article Excerpt
From its inception in 1975, modern special education seems to have forced us to concentrate on percentages, and not always for clearly useful purposes. For example, when Congress was considering Public Law 94-142 thirty years ago, lawmakers naturally wanted to know the number of students with disabilities. Congress cared mostly about cost, and to estimate cost, it needed to know the percentages. So the history of public policy in special education that followed reflects guesses about prevalence and has never reflected much about incidence, or how many new kids with disabilities will appear each year and, more important, why.
For example, professionals and researchers once suggested that about 6% or 7% of all students had serious emotional disturbance (SED). Congress thought about the cost, and then thought otherwise. As a result, Congress created a 2% solution, and then wrote the law in a way that discouraged...
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