Forty years ago a child who was non-verbal, aggressive, resistant to forming relationships and prone to repetitive behaviors was more likely than not labeled “retarded” and shunted off to a special education classroom. Kids who exhibited less-severe behavioral issues such as communication disorders, mood swings, language disability, hypo-activity, lack of affection or mood swings were . . . → Read More: Mainstreaming or Special Schools? Which One is Best?