The concern of parents and teachers that some children have needs significantly different from the majority of other students has brought about educational opportunities which provide special learning environments and unique teaching procedures. From this educational endeavor, programs entitled "special education" have been established for the purpose of helping handicapped children develop their abilities to a maximum, It is important that the teacher of reading be aware of several essential principles regarding special education. First, teachers often become frustrated because the screening process for special education is often such a time-consuming procedure. Some children may remain in a regular classroom for almost the entire year while diagnosticians and other specialists test and prescribe for their particular learning needs. Secondly, many children are classified as "borderline handicapped" and, as a result, may not have the opportunity to participate in special education programs. In such cases the regular classroom teacher must retain the primary responsibility for meeting the "special needs" of some students.
Nelson, D., & Sternberg, L. (1980). Reading Instruction for the Handicapped Child: Questions and Answers. Reading Horizons: A Journal of Literacy and Language Arts, 20 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol20/iss4/2