Categorical Programs for Remedial and Handicapped Students: Issues of Validity

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Abstract
This article examines the instructional and political validity of current educational policy regarding categorical programs for low-achieving elementary school students. A widely recognized problem in the categorical organization of services for these students is fragmentation at all levels. Attempts to reduce that fragmentation by unifying the categorical programs must address three issues each in the realms of instructional and political validity. Among the instructional validity issues are questions about the, similarities and differences between learning disabled and remedial students in instructional levels, learning rates, and “learning styles.” Data from two studies suggest that the similarities in instructional level and learning rates are greater than the differences. The political issues requiring resolution before implementation of a unified system are protection and equitable distribution of resources, participation in decision making, and protection of jobs. Benefits of a unified system and issues that policy makers must address are discussed.