Exceptionalchildrenaredifferentinsomewaysfromothersofthesameage.Forthesechildrento 31 theirfulladultpotential,their 32 mustsuitthosedifferences.

Althoughwefocusontheneedsofexceptionalchildren,we 33 ourselvesdescribingtheirenvironmentaswell.Whiletheleadingactoronthestage 34 ourattention,wealsoseetheimportanceofthe 35 playersandthesceneryofthe 36 itself.Boththefamilyandthesocietyinwhichexceptionalchildrenliveareoftenthe 37 totheirgrowthanddevelopment.Anditisinthepublicschoolsthatwefindthefull 38 ofsociety’sunderstanding—theknowledge,hopes,andfearsthatare 39 tothenextgeneration.

Educationinanysocietyisa 40 ofthesociety.Wecanseeinitthestrengths,theweaknesses,thehopes,theprejudices,andthe 41 valuesofthecultureitself.Thegreat 42 inexceptionalchildrenshowninpubliceducationoverthepastthirtyyears 43 thestrongfeelinginoursocietythatall 44 ,whatevertheirspecialconditions,havearighttogetthechancetofullydeveloptheirabilities.

“Allmanarecreatedequal.”We’ve 45 itmanytimes,butitstillhasanimportantmeaningforeducationinademocraticsociety. 46 thephrasewasusedbythiscountry’sfounderstoexpressequalitybeforethe 47 ,ithasalsobeenexplainedtomeanequalityofeducation.That 48 educationalchanceforallchildren—therightofeachchildto 49 helpinlearningtothelimitofhisorherability,whetherthatabilityissmallorgreat.Recent 50 decisionshavemadecertainoftherightofchildren—disabledornot—toasuitableeducation,andhaveorderedthatpublicschoolstakethenecessarystepstoprovidethateducation.