An analysis of the efficacy studies of special education in Sweden leads the author to conclude that many studies are open to criticism and that they have produced an unwarranted attitude of disillusionment. Cited is the need for more discussion on a theoretical basis in order to design constructive research and develop more effective teaching strategies based on examination of optimal learning conditions for handicapped children. Compared are two theories of treatment: the simple integration theory (in which handicapped students are taught together with nonhandicapped pupils), and the intensity theory (in which handicapped students receive individualized teaching in any type of special education arrangement). The author suggests that the indensity theory is the more promising one. (Author/CL)