Free and Appropriate Education for All Students

Abstract

American education is in a period of intensive reflection and reform. The process of change is following a traditional pattern: An alarm has sounded, remedies and solutions have been proposed, and efforts are underway to put ideas for change into practice. The alarm has also sounded for special education. There are widespread perceptions that past research and practices in determining eligibility for special education have wasted resources and limited the possibilities for responding to the learning needs of students with disabilities. Criticism has triggered calls for remedies and solutions followed by reform initiatives. While there are parallel initiatives to improve general and special education, a unified effort is essential for progress. Among the various education reform movements, there is one approach that offers an opportunity for fully involving general and special educators in the improvement of American public education. The principles of Dr. W.Edwards Deming and the concept of total quality education (TQE) deserve the careful attention of persons who are concerned with the provision of appropriate education for all children. A review of educational reforms that are critical of contemporary special education practices is the focus of the initial portion of this article. This review is followed by a consideration of the principles embodied in the TQE movement. Specific examples are cited to support a discussion of the need for special education to be fully involved in the general education reform movement.

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