The effects that historical, philosophical, and empirical factors have had upon the development of special education in Australia for children with learning disabilities are examined. It is suggested that, owing to the early neglect by the various education departments in providing effective services, there has been a resultant dearth of professionally competent personnel to implement policies being formulated upon the emerging philosophies in special education. It is therefore argued that Australia requires an effective thrust into research at the classroom, the delivery, and the teacher preparation levels so that the relatively diminishing resources for education may be better utilized for the child with a learning problem. (Author/SBH)