Can Neuropsychology Really Change the Face of Special Education?
physicians and educators understand the relationships between biological handicaps and educational outcome&dquo; is certainly reasonable. Implicit in this thesis is the concept that one must use both biological and educational data bases for the optimal treatment of the child. While his reasons are unclear, he suggests that &dquo;to increase the educational sophistication of physicians would be worthy, but inappropriate for this forum. Happily, it is totally appropriate to exhort educators to become better versed in the biological nature of the handicapping conditions that identify many of the children for whom they are responsible.&dquo; While it is unclear why the onus should be on educators to expand their knowledge into biological circles and not the reverse, certain practical problems involved in this expansion might well have been considered in the paper. I shall return to these difficulties.