The proposed merger of special and regular education is analyzed relative to two issues: the reality of conditions of mild handicap, and the capability of the regular education system to serve all pupils effectively. It is argued that study of individual differences, one major component of a needed research agenda, must be directed at determining the nature and expression of instructionally relevant individual differences within and across conditions of problem and nonproblem learning. Similarly, study of program models must address efficacy across conditions and sites. It is concluded that conditions necessary for restructuring include a stable and coherent policy of support for research and evaluation, the study of programs as well as of individuals, and recognition of the need for multiple and competing program models.
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