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Remedial and Special Education
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Learning Disability and the History of Science: Paradigm or Paradox?

Kenneth A. Kavale

Received his PhD from the University of Minnesota, He is professor and chairman, Division of Special Education, University of Iowa, Iowa City. His research interests are learning disabilities and meta-analysis

Steven R. Forness

Received his EdD from the University of California, Los Angeles. He is professor of psychiatry and biobehavioral sciences and principal of the inpatient school at the UCLA Neuropsychiatric Institute. His research interest is direct classroom observation of children with learning or behavior problems.

The field of learning disabilities faces a fundamental problem of providing a definition acceptable to a broad constituency. In attempting to explain why this situation exists, we offer arguments based upon concepts from the history and philosophy of science. I t is concluded that learning disability is a victim of its own history, and a breaking from the past is necessary for the definitional problem to move closer to resolution.

Few of us take the pains to study the origin of our cherished convictions; indeed, we have a natural repugnance to so doing. We like to continue to believe what we have been accustomed to accept as true, and the resentment aroused when doubt is cast upon any of our assumptions leads us to seek every manner of excuse for clinging to them.

-J. H. Robinson

Remedial and Special Education, Vol. 6, No. 4, 12-24 (1985)
DOI: 10.1177/074193258500600404
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