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We review current practices in urban school districts related to referral and placement of academically low-functioning children in special education. Data we have collected over a 10-year period indicate that today's child with learning disabilities functions very similarly to the way students with educable mental retardation performed 25 years ago. We discuss the characteristics and needs of inner-city special education youngsters and the difficult options facing school administrators.
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Gottlieb et al. (1994) studied this question.
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