Effects of Public Policy at the State Level: California's Impact on MR, LD, and ED Categories

Abstract

California, a state rich in special education tradition, has experimented with a variety of approaches to eligibility and placement of children with learning or behavior disorders. These policies and procedures are discussed with reference to their impact in determining which children are actually served under the categories of mental retardation, learning disabilities, and emotional disturbance, as defined in Public Law 94--142. Major differences in growth or decrease of children served exist in these three categories between California and national figures. A special education “no man's land,” perhaps unique to California, may be emerging in that current policies may lead to even greater numbers of children no longer eligible for special education.

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