ABSTRACT
More than 60 years ago, Berry (1941) stressed that the problems inherent in special education administration are similar to those in educational administration. The diff erence existed in the emphasis that was placed on the education of nondisabled children versus children with disabilities when changes in the social order occurred. Over 30 years later, the Education for All Handicapped Children Act (1975) mandated that public schools provide services for all “handicapped” students signaling that regular education had not made necessary “preparation to handle deviant children, despite the professed movement in education to adapt instruction to individual diff erences” (Vergason, Smith, & Wyatt, 1975, p. 99).
