Acceptance Hierarchy of Handicaps: Validation of Kirk's Statement, “Special Education Often Begins Where Medicine Stops”

Abstract

Kirk's statement, “Special education often begins where medicine stops” (1972), was validated in this research. Undergraduate students ranked the acceptability of common disabilities. Factor analysis yielded three organizing principles: the first consisted of organic impairments that are typically responsive to medical intervention; the second sensorimotor impairments; and the third psychoeducational or functional impairments that are typically not responsive to medical intervention but are treatable through special education services. The organic impairments were generally ranked more acceptable than the sensorimotor impairments. Psychoeducational or functional impairments were the least acceptable. This suggests that a belief in the greater efficacy of the medical model and the amenability to treatment of a disorder determines its acceptability.