Since the endorsement of prescriptive authority for psychologists (RxP) by the American Psychological Association (APA) in 1995, it has become legal in five states (Idaho,

RIOR TO the mid-1970s, over one million children with disabilities were excluded from our nation's schools. In 1975, as a result of intense litigation and advocacy, Congress passed the Education for All Handicapped Children Act (EHA, P.L. 94-142), now called the Individuals with Disabilities Education Act (IDEA), mandating that public schools provide a free and appropriate education for students with disabilities. There are now over six million of these students in our public schoolswell above 12% of the school population. 1 Even given the federal mandate, many parents of children with disabilities are still not satisfied with the education being provided by the public schools and thus have continued to turn to the legal system for help. 2 In response, many school professionals argue that litigation is unnecessary and is making the special education system even worse. To explore whether continued litigation is justifiable, I and several colleagues from the School of Education at Seattle University participated in a special education law clinic. Much of what we learned surprised us, and our experiences gave us new in

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