The paper discusses the schism that has developed between mental retardation research and the programmatic reform activities taking place in the educational and residential sectors. Principles for conducting more ecologically valid research are advanced to end this separation between fields and to improve the scientific status of mental retardation research. It is suggested that the researcher redefine his/her professional role to a more collaborative one with the staff of the research site. Finally, two examples are presented where ecologically valid research could be fruitfully generated.
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