The author traces developments in the education of children with learning disabilities and comments on implications for teacher education. He suggests that a critical neglect of the study of cognition exists. The cognitive orientation, which includes emphases on active participation, student responsibility and long-term acquisitions, is discussed, and classroom organization principles (such as lower student-teacher ratios and a high degree of structure in the classroom) are cited. Parallels between issues confronting learning disabilities and teacher education are drawn, including overreliance on traditional practice and neglect of empirical data, overemphasis on empathy rather than basic skill instruction, and too much concern about declining enrollments and loss of financial support. He suggests that educators have themselves been guilty of dyslogia--problems with thinking--by not foreseeing the crisis in teacher education. Among four recommendations are that more effort be put into recruitment and retention in teacher education and that disciplines increase cooperation to provide better teacher education programs. (CL)