Selection of Subjects in Research on Learning Disabilities: A View from the Social Side

Abstract

A series of arguments are put forward to convince colleagues that the selection of subjects for research on learning disabilities is a function of (a) contemporary notions about learning disabilities, (b) purpose of the study and level of knowledge about the topic, and (c) practical constraints inherent in doing research on learning disabilities. While acknowledging the importance of setting high standards for conducting good science on learning disabilities, the position is taken that denigrations of the extant database along with unaffordable demands for subject selection and descriptions threaten the progress otherwise being made in the field. A growing database is the result of challenges to our stereotypes of learning disabilities, diagnostic assumptions and procedures, and teaching techniques. It is important to build upon the work that has been done, to continue this evolutionary process, to challenge public policies and their impact on children and families, and to advance our knowledge about the nature of learning disabilities.