Conceptual Problems in Research on Educational Provisions for Disturbed Children.

The article focuses on the conceptual problems in research on educational provisions for disturbed children in the U.S. The author implies that the need to make educational provisions available for greater and greater numbers of disturbed children is the most recent area of widespread concern in special education. The effect of increased specialization in education may be related to the effectiveness and willingness with which teachers approach children with special problems. According to a researcher a bold, inventive program for work with troubled children would contribute more to successful treatment than many traditional research attempts.