As a component of a comprehensive qualitative study of social class influences on schooling, 34 high-income and 40 low-income adolescents were interviewed about various aspects of special education. Qf the low-income respondents, 55% had been classified as learning disabled, mildly mentally handicapped, or emotionally disturbed and had received special education services at some time during theirschooling; whereas only two (6%) high-income adolescents had been classified as learning disabled. Nonclassified low-income students also had considerable contact with friends, neighbors, and relatives who had received special education services. The majority of low-income adolescents had ambivalent or negative feelings about special education. High-income adolescents had little contact with students classified as handicapped and, with few exceptions, they saw special education as a helpful, necessary service. This study indicates that there were social class distinctions in adolescents' opinions and evaluations of special education.
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