The purpose of this research was to identify and describe the services provided for exceptional children in the public school system of Charleston, South Carolina from 1900 to 1975. An historical approach examined the events which resulted in the establishment of special classes before services were federally mandated. Classes were established during this period incorporating a variety of interventions for the mentally retarded, the deaf and hard of hearing, the blind and vision impaired, the speech impaired and eventually the learning disabled, the behaviorally disabled and the gifted. Admission procedures, teacher qualifications and parental involvement were investigated. The attitude of the administration, the interaction between the regular and special classes and the various shifts in placement were described. Pertinent economic and policical factors directly or indirectly influencing the evolution of special classes were also discussed
