The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and…

It is now well established that learning disabilities (LD) persist into the adult years, yet despite a developing literature base in this area, there is a paucity of evidence-based research to guide research and practice. Consistent with the demands of the adult stage of development, autonomy and self-determination are crucial to quality-of-life…

In this article, I discuss two interrelated sets of challenges that the discursive practice of learning disability (LD) will need to address, namely, issues associated with the development of a historiography of special education and a more complex understanding of representation issues. I use social theory to address these challenges and raise…

In response to a previous article, the paper suggests it is unrealistic to expect one theory or even multiple theories within one paradigm to explain learning disabilities. The emphasis on reaching a consensus regarding theory or paradigm is seen as unproductive. (DB)

In response to a previous article, the paper discusses the distinction between basic and applied research, two contributions of applied research to theory concerning learning disabilities, and issues in metatheory development. (DB)

In response to a previous article, the paper suggests that solutions to current problems in learning disabilities are not directly dependent upon, and may not be affected by, basic research. The necessity of a coordinated theoretical foundation for research and the wisdom and feasibility of a movement to basic research are discussed. (DB)

In response to a previous article, the paper notes additional reasons for the deficit in basic research and theory in learning disabilities, stresses the need for more good systematic research using multiple methods, and suggests that a metatheory for learning disabilities is not yet possible or profitable. (DB)

In response to a previous article, the paper stresses that, in addition to theory development, the field of learning disabilities needs to resolve definitional issues involving disability specificity, intelligence, measurement concepts, and the continua of abilities. Suggestions for developing operational definitions of both learning disabilities…

This paper provides a rationale for basic research and metatheory development in the field of learning disabilities, outlines the steps and cognitive parameters involved in validating such a metatheory, and discusses integrating the findings of basic research with instructional manipulations and reasons for the poor integration of theory and…

This paper affirms H. Lee Swanson's views in "Toward a Metatheroy of Learning Disabilities" and elaborates upon the role of basic research in learning disabilities. An alternative perspective on the nature of applied research is described that views applied research as theoretically driven research aimed at practical matters. (JDD)

In response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article argues that the field of learning disabilities does not need to be legitimized and that basic research in learning disabilities is not necessarily the prerequisite vehicle by which theoretical progress can be made. (JDD)

In response to a previous article, the paper argues that effective instruction of the learning disabled is most likely to develop from systematic theoretically based research though instructional studies can contribute to theory development. Research in many other areas is necessary to develop the powerful teaching methods required. (DB)

In response to a previous article, the paper finds weaknesses in the mechanistic worldview represented by the emphasis on information processing research in constructing a metatheory for learning disabilities. An alternative--contextualist--world view is proposed which is holistic, social, and developmental providing insight into processes of…

In response to articles concerning the author's earlier paper, the paper responds to criticisms concerning contextualism, the role of metatheory, distinctions between basic and applied research, cognitive components and specificity, the science of learning disabilities, neurological indices, model validation, and the nature of learning…

In agreement with Coles (EC 220 146), the article presents: a sketch of how the learning disability field was born, the sociological reasons why the field inadvertently moved beyond its original intentions, and how Coles aims for advances in the theory and practice of diagnosing learning problems. (DB)