This study combines the elements of a qualitative and philosophical approach to examine, analyze, and discuss the process currently used to identify students for special education services in a public school setting. By combining a qualitative and philosophical approach, the study is designed to bring theory and practice together. It strives to mark the limits of current practice in special education and enrich the understanding of its theoretical bases. The qualitative portion of this study utilized a multiple-case design for the purpose of collecting, analyzing, and discussing data. The study research took place in an elementary school that serves approximately 670 students enrolled in preschool through fifth grade. The transcripts from seven special education eligibility meetings comprise the primary source of data for the qualitative analysis and discussion. Each meeting was considered a single case, or unit of analysis. The data were codified and analyzed using a process suggested by Strauss and Corbin (1990). Memos written in field notes are cited to augment the interpretation of data. The written reports presented during the meetings were also used in the iterative process. Additionally, references to administrative manuals are made to further support the analysis and discussion. Five general themes emerged as the data were analyzed across the seven cases. The data suggest a number of findings which are presented and discussed. Michel Foucault's Discipline and Punish (1979) serves as a conceptual framework for extending the qualitative analysis and discussion. While Foucault's theory of power provides a valuable analytic tool for the critique of the special education process, it does not offer a viable alternative to current practices. For this reason, the final portion of the study explores the ethics of care movement and its viability for positive change in administering programs in special education. Six observations are made which are considered essential toward an ethic of care in the administration of special education. Recommendations for further study are provided in the final chapter. / Ed. D.