Journal Issue: Special Education for Students with Disabilities Volume 6 Number 1 Spring 1996
Classification reform in special education has been discussed for at least two decades. Intractable problems in the current classification structure shape the delivery system and detract from the implementation of effective interventions for children and youth with learning and behavior problems. Changes are needed to focus attention on effective interventions and evaluation of outcomes.
The current knowledge base and assessment technology supports the development of a classification system based on functional dimensions of behavior and oriented toward effective educational programming. Application of the available knowledge base and assessment technology is needed to further the goal of improving the outcomes of educational interventions for children and youth.