This issue's Associate Editor's Exchange is meant to continue the discussion initiated by Deborah Voltz in the Winter 1998 TESE and push some of the deeper challenges related to special education's role in the larger sociocultural context of the education system. In this article, Barbara Seidl and I have attempted to clarify the complex relationship between the concept of diversity and the concept of disability and argue for an overriding sociocultural framework for special education as a responsible way to link these concepts in practice.—Marleen C. Pugach, Associate Editor
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