to counter those arguments if the pot at the end of the rainbow contains nothing but "fool's gold." Special education was once worth receiving; it could be again. In many schools, it is not now. Here is where practitioners, policymakers, advocates, and researchers in special education need to focus -- on defining the nature of special education and the competencies of the teachers who will deliver it. Here is where the research-to-practice gulf must be bridged. Here is the issue we must resolve, or the hard-fought promise of IDEA will be empty, indeed.
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