ABSTRACT
This book was written during a period of reexamination and change in the field of special education. The federal legal requirement of “least restrictive environment” for the education of children with disabilities is weathering a wave of reinterpretations including mainstreaming, the Regular Education Initiative, and inclusion. Although each interpretation has its proponents and critics, limited theory and few data are available to guide these important policy decisions. Yet, these decisions will have long-lasting impact on children with learning disabilities, and it is from this perspective that we seek better understanding of the contexts in which children receive their formal education. Although there are many important contexts for children (e.g., families, social settings, religious organizations), this volume is focused specifically on classrooms. It is our view that classrooms are the settings where educators can have the most immediate impact and where research is most needed. Our purposes in this volume are to identify major influences within classrooms and to consider the implications for children with learning disabilities. In this chapter we present some of the arguments and research that support the importance of a broader view of learning disabilities, one that includes the child in the context of the classroom. We end with an overview of the organization and scope of the volume.
