The special education profession in the USA has witnessed a recent struggle between researchers who defend a positivistic approach to knowledge and practice and "postmodern" special educators who challenge that approach. An analysis based on a sociological theory of heresy provides insight into the social and professional dynamics operating in conflict between postmodern heresy and positivist orthodoxy. This struggle for power within the profession has implications for inclusive education in the USA. Specifically, given the preponderance of the orthodox group within the American sub-field of emotional/behavioural disorders, this paper explicates the implications for the inclusive education of students labelled emotional/behavioural disorders in American schools.