In a recent article in the American Psychologist, Detterman and Thompson (1997) not only claimed that there is nothing special about special education, but also contended that a primary emphasis on cognitive abilities is needed in order to improve the effectiveness of instruction of children with disabilities. In this article we analyze their criticisms and respond to their examples of “failed” special education. The effectiveness of current instructional techniques for children with disabilities is contrasted with cognitive approaches. The historical basis of special education is also examined. Assumptions about the actual significance of intelligence testing and cognitive approaches to instruction are questioned in regard to children in special education who present with a wide range of physical, social, emotional, and behavioral characteristics.
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