SECONDARY PROGRAMS IN SPECIAL-EDUCATION - ARE MANY OF THEM JUSTIFIABLE

[1] BOORSTIN JD, 1974, AM DEMOCRATIC EXPERI

[2] CLARK GM, 1975, FOCUS EXCEPTIONAL CH, V7, P2

[3] SPECIAL EDUCATION FOR MILDLY RETARDED - IS MUCH OF IT JUSTIFIABLE [J]. EXCEPTIONAL CHILDREN, 1968, 35 (01) : 5 - 22

[4] HOW DO SPECIAL-EDUCATION STUDENTS FARE AFTER THEY LEAVE SCHOOL - RESPONSE [J]. EXCEPTIONAL CHILDREN, 1985, 51 (06) : 470 - 473

[5] EDGAR E, 1986, STATEWIDE FOLLOW UP

[6] EDGAR E, 1985, J SPEC EDUC, V18, P523

[7] COMPENSATORY EDUCATION AND SOCIAL JUSTICE [J]. PEABODY JOURNAL OF EDUCATION, 1972, 49 (02): : 85 - 96

[8] GALLAHER J, 1984, EARLY CHILDHOOD INTE

[9] Halpern A. S., 1986, MY OWN IMPACT SEMIIN

[10] TRANSITION - A LOOK AT THE FOUNDATIONS [J]. EXCEPTIONAL CHILDREN, 1985, 51 (06) : 479 - 486

[1] BOORSTIN JD, 1974, AM DEMOCRATIC EXPERI

[2] CLARK GM, 1975, FOCUS EXCEPTIONAL CH, V7, P2

[3] SPECIAL EDUCATION FOR MILDLY RETARDED - IS MUCH OF IT JUSTIFIABLE [J]. EXCEPTIONAL CHILDREN, 1968, 35 (01) : 5 - 22

[4] HOW DO SPECIAL-EDUCATION STUDENTS FARE AFTER THEY LEAVE SCHOOL - RESPONSE [J]. EXCEPTIONAL CHILDREN, 1985, 51 (06) : 470 - 473

[5] EDGAR E, 1986, STATEWIDE FOLLOW UP

[6] EDGAR E, 1985, J SPEC EDUC, V18, P523

[7] COMPENSATORY EDUCATION AND SOCIAL JUSTICE [J]. PEABODY JOURNAL OF EDUCATION, 1972, 49 (02): : 85 - 96

[8] GALLAHER J, 1984, EARLY CHILDHOOD INTE

[9] Halpern A. S., 1986, MY OWN IMPACT SEMIIN

[10] TRANSITION - A LOOK AT THE FOUNDATIONS [J]. EXCEPTIONAL CHILDREN, 1985, 51 (06) : 479 - 486