ABSTRACT
The future of special education in the United States is entering a new era of change. 1 Since the passage of PL 94-142, the Education for All Handicapped Children Act in 1975 (renamed in 1990 the Individuals with Disabilities Education Act [IDEA]), special education has matured into the focused set of services that exist today. The ideal of providing public education to children with disabilities is no longer in doubt. Now, discussions concerning the future of special education invoke questions about the processes and methods necessary to achieve the best outcomes for students with disabilities, while at the same time promoting education for all students. Such discussions involve important implications for the finance of special education as well.
