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Variances and Verities in Learning Disability Interventions

  • Chapter
Intervention Research in Learning Disabilities

Abstract

In one sense, intervention is probably the raison d’tre for the field of learning disabilities (LD). The LD field is part of special education, the segment of the educational domain concerned with students experiencing difficulties in the regular system. To deal with these students, special education in general and LD in particular have developed a wide array of particular methods and materials. The promotion of this assortment of special procedures and techniques has led to a fundamental question: Are they effective? Although the question of effectiveness has increasingly been answered through empirical evidence, decisions about efficacy have not reached closure. The empirical data have not been unequivocal and have become entwined in political and ideological rhetoric associated with different “schools of thought” about LD. This state of affairs, it has been suggested (Kauffman, 1981), can lead to cynicism and despair because change in the form of false hopes and easy solutions has been more characteristic than real progress.

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Authors
  1. Kenneth A. Kavale
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Editors and Affiliations

  1. Special Education, Purdue University, 47907, West Lafayette, Indiana, Canada

    Thomas E. Scruggs

  2. Faculty of Education, Simon Fraser University, V5A 1S6, Burnaby, British Columbia, Canada

    Bernice Y. L. Wong

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© 1990 Springer-Verlag New York Inc.

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Kavale, K.A. (1990). Variances and Verities in Learning Disability Interventions. In: Scruggs, T.E., Wong, B.Y.L. (eds) Intervention Research in Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3414-2_1

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  • DOI: https://doi.org/10.1007/978-1-4612-3414-2_1

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-0-387-97280-0

  • Online ISBN: 978-1-4612-3414-2

  • eBook Packages: Springer Book Archive

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