nd] diagnosis should be expressed mainly in curriculum-based terms. Analysts who wish to push diagnosis to levels or orders of disposition beyond the curriculum level should be held to a very high standard of evidence that their procedures are useful before they are admitted to practice in the schools (Reynolds and Burch, 1988, p. 67).
Additionally, assessment processes undertaken in cases of students who show special needs should be applied not only to the student but also to the class and school and to each student's broader life situation. This will have a greater effect on both the exceptional child and the regular classroom participant over the long-term.
In line with the above, one can look at the historical process of educating students with special needs to explain the fervent debate on the subject. That same law cited above, PL 94-142, the so-called Education for All Handicapped Children Act of 1975, granted all exceptional youngsters access to education. The passage of that law means that the forces urging more positive change for children w
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