ABSTRACT
Most important issues in special education are both contemporary and perpetual. Never fully resolved, they must be revisited by every generation. The perpetual issues of who, how, and where (Bateman, 1994) suggest questions: Who should receive special education, and who should teach it? How should students be identifi ed, and what and where should they be taught? These core questions have been pertinent since special education was invented and likely will always be important.
