PT  - JOURNAL ARTICLE
AU  - Salomone, Rosemary
TI  - Introduction
AID  - 10.17763/haer.52.4.mr7k14373huj4254
DP  - 1982 Dec 01
TA  - Harvard Educational Review
PG  - 420--422
VI  - 52
IP  - 4
4099  - http://harvardeducationalreview.org/content/52/4/420.short
4100  - http://harvardeducationalreview.org/content/52/4/420.full
SO  - herp1982 Dec 01; 52
AB  - In the past three decades, Congress and the courts have used the terms "equality,""equity," "appropriateness," and "adequacy" in an effort to define the legal contours of the right to educational services at the public expense of a population of children with diverse backgrounds, needs, abilities, and disabilities. In fact, these concepts have become a significant part of the daily lives of educators and now serve as the rationale underlying many of their administrative decisions. A declining economy, coupled with increased public dissatisfaction with the performance of the educational system, a political shift to the right, and federal withdrawal from appropriation and regulation under the New Federalism are forcing the educational establishment to redefine these concepts in light of present realities.