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This book is a history of the treatment and consideration given in American education to students who are now classified as "at-risk". The term is a relatively recent coinage, reflecting the newness of educators' recognition that a measurable portion of students, beyond those with evident physical and mental handicaps, have special educational needs. Comprehending what educators mean by the terms ... More

This book is a history of the treatment and consideration given in American education to students who are now classified as "at-risk". The term is a relatively recent coinage, reflecting the newness of educators' recognition that a measurable portion of students, beyond those with evident physical and mental handicaps, have special educational needs. Comprehending what educators mean by the terms "at-risk", which has become more an acknowledgement of economic disadvantage and less a categorization of biological abnormalities, is essential to understanding the ways in which such children have been treated throughout the development of the educational system in the United States. Historically, the concept of compulsory education for all as an individual right and a societal necessity developed while the United States grew and matured into an industrialized nation, The changing way in which educators have looked on the problems presented by "at-risk" children represents a striking model for their refinement in thinking about education as a whole. This book's contribution to education will be to identify those students who may be at-risk and arouse those who work with at-risk students. This book also makes an effort to introduce some new ideas as to how to work with at-risk students of all types. This will be a useful guide to educators, teacher educators and those involved in educating young people as well as a valuable reference text for libraries and other research venues.

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