The Ethical Appropriateness of Subject-Matter Tutoring for Learning Disabled Adolescents

Abstract

The number of special education programs for mildly handicapped adolescents has rapidly expanded in the past few years. Evidence that many such programs serve a primarily tutorial or supportive function raises serious questions about their appropriateness. To date such questions have routinely been approached from a legal standpoint. In this article the issue of tutorial instruction is examined from an ethical rather than a legal perspective. Principles and guidelines for enhancing the ethical appropriateness of tutorial instruction are suggested.