ABSTRACT
Those who provide a historical perspective on a topic have a choice of chronicling events or analyzing those events. In their paper “Learning Disabilities: Historical Perspectives,” Hallahan and Mercer have done a nice job of chronicling the history of learning disabilities. Their listing of events, changing definitions, and areas of focus is parallel to that provided by others (e.g., Doris, 1993; Lerner, 2000; Satz & Fletcher, 1980; Shaywitz & Shaywitz, 1994). With the exception of their comments about over-representation, the continuum of placements, and constructivism, what I thought was missing in the paper was analysis, specifically an analysis of how some things changed over time while other things remained the same; an analysis of which events in history were entirely predictable in the context of the time, contrasted with those that were unexpected; an assessment of the relationship of events in time, along with an evaluation of continuity and change; or a set of guiding hypotheses or questions. In my response/reaction, I have chosen to provide an analysis of the history chronicled by Hallahan and Mercer.
