Preparation of this article was supported in part by the U.S.
Department of Education, Office of Special Education and
Rehabilitative Services, National Institute on Disability and
Rehabilitation Research (NIDRR), under Cooperative Agreement No.
H133B00003-90, awarded to the Center on Human Policy, School of
Education, Syracuse University. The opinions expressed herein are
those solely of the author and do not necessarily reflect the
position of the U.S. Department of Education; therefore, no
official endorsement should be inferred.