The article elucidates 14 principles drawn from the structuralist, constructivist, and holist literature and applies them to the teaching of learning disabled students. (Author/DB)

In response to two papers decrying reductionism and advocating holistic constructivism in models of learning disabilities, the article applauds trends toward a shifting paradigm in the field but warns against advocating any single approach as the only valid path to effective learning. (DB)

The article maintains that a reductionist fallacy in the four major models (medical, psychological, behavioral, and cognitive strategy) underlying services to learning disabled students explains the efficacy problems that have long plagued the field. (Author/DB)

This article reviews the rise of Individualized Education Programs (IEPs) in Great Britain, exposes problems presented by the behavioral objectives model and its associated IEPs, introduces the process model as an alternative, and outlines the shift from a product approach to a holistic, process approach in curriculum planning. (Author/JDD)