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This article shows how, both nationally and in Dallas, minority students are more likely than white students to end up in Special Education classes. "Many teachers and principals say special education helps disadvantaged children catch up with their peers. But some parents and civil rights leaders say minority children get separated from the mainstream and often do not return." This articles examines the numbers and then looks at possible reasons for the discrepancy.

This file is not available for digital download. IRE members may place an order by emailing rescntr@ire.org