This article explores issues surrounding the integration of students with disabilities into general education classrooms. The movement from mainstreaming and the least restrictive environment to the call for a more integrated system is discussed, along with perceptions and attitudes about inclusion. The dissonance between rhetoric and reality is…

This response to Detterman and Thompson (1997) analyzes their criticisms of special education and presents evidence of the effectiveness of current instructional techniques for children with disabilities in contrast with the cognitive approaches favored by Detterman and Thompson. Assumptions about the significance of intelligence testing and…

In attempting to explain definitional problems in the field of learning disabilities, the authors review concepts from the history and philosophy of science. It is concluded that learning disability is a victim of its own history, and a breaking from the past is necessary for the definitional problem to move closer to resolution. (Author/CL)

The paper reviews research of A. Strauss and H. Werner on behavioral differences between exogeneous (brain injured) and endogeneous (familial-cultural) mental retardation using quantitative methods of research synthesis. Findings offer little empirical support for the presumed behavioral differences and reveal considerable overlap among the…

K. Kavale responds to criticism of his earlier meta-analysis assessing the relationship between auditory perceptual skills and reading. R. Gersten and D. Carnine rejoin that the correlations Kavale found between auditory skills and reading achievement scores are of limited pragmatic use to the field. (CL)

In rebuttal to a critique of a previous paper, the authors stress the complexities of defining the term "learning disabilities" and the inadequacies of Kosc's approach to a prior definition based upon established definitions of "learning" and "disability" (Author/DB)

Scientific inquiry used in special education research has limited effectiveness and applicability to practice. Three interrelated areas are discussed in the context of improving research methodology and utilization: alternative approaches to research in special education; the class distinction between teachers and researchers; and practical…

The article reacts to C. E. Sleeter's analysis of the history of learning disabilities by concluding that the fundamental problems in learning disabilities and other mildly handicapping conditions are the consequence of their politicization and not of political pressures for their establishment. (Author/DB)