ABSTRACT
The Zigmond and Cooper and Valli chapters offered two very different ways of looking at classroom management and organization. Cooper and Valli gave an historical view, mapping out how conceptions of management have changed as our conceptions of the teaching/learning process have changed. They ended on a hopeful note, suggesting that current reform efforts that recon-ceptualize learning as understanding will result in more effective classroom structures for all students, including those with learning disabilities. In contrast, Zigmond’s chapter was a detailed snapshot, and a sobering one, of the limits of our current efforts at inclusion for students with learning disabilities. She suggested that, at least at present, we may have to choose between inclusion and high levels of literacy, numeracy, and content knowledge for students with learning disabilities. Thus, one chapter concluded with guarded optimism, and one with guarded pessimism. The focus of my chapter is whether we can have it all—inclusion and effective remediation—and what research strategies are needed to move us closer to this goal.
