This review of the literature, litigation, and legislation summarizes special education classification patterns for children with disabilities in the rural Southeast. Focus is particularly on those socially constructed and culture bound disabilities (such as specific learning disabilities (SLD), educable mental retardation (EMR), and mild emotional disturbance) for which individual classifications are derived subjectively and whose identification varies accordingly from state to state, district to district, and school to school. It is concluded that, although much has been done through litigation and legislation during the last 15 to 20 years, discrepancies still exist in the placement of students in EMR and SLD classes with black students still being overrepresented in special education placements, especially EMR placements. Socioeconomic status is a significant factor in determining into which category of special education a student is placed, with low socioeconomic status often leading to the EMR classification and middle or higher socioeconomic status more commonly leading to the SLD classification. Other issues identified include test bias, the need for prereferral interventions, and the importance of quality educational services in all special education placements. Contains 19 references. (DB)