In this issue of the Learning Disability Quarterly we are pleased to offer a series of five articles that form a special focus on academic instruction. We think that concern about academic aspects of learning disabilities—particularly how we can provide instruction that works—has an important place in the field of learning disabilities and that it is important to reassert that place periodically. In the remainder of this article, we (a) describe our rationale for preparing this series on academic instruction in learning disabilities, (b) elaborate on the purposes of this series of papers, (c) recount how we developed this special series of articles, and (d) introduce the articles in the series.
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JohnsonD.J.MyklebustH.R. (1967). Learning disabilities: Educational principles and practices. New York: Grune & Stratton.
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KavaleK.A.FornessS.R. (1992). History, definition, and diagnosis. In SinghN.N.BealeI.L. (Eds.), Learning disabilities: Nature, theory, and treatment (pp. 3–43). New York: Springer-Verlag.
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SwansonH.L. (1984). Does theory guide practice?Remedial and Special Education, 5 (5), 7–16.
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10.
WiederholtJ.L. (1974). Historical perspectives on the education of the learning disabled. In MannL.SabatinoD.A. (Eds.), The second review of special education (pp. 103–152). Philadelphia: JSE Press.
