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Ten characterizations of contemporary special education and five major implications for the future of the field are offered. Special education today is characterized as (a) ignorant of history, (b) apologetic for existing, (c) preoccupied with image, (d) lost in space, (e) unrealistic in expectations, (f) unprepared to focus on teaching and learning, (g) unaware of sociopolitical drift, (h) mesmerized by postmodernist/deconstructionist inanities, (i) an easy target for scam artists, and (j) immobilized by anticipation of systemic transformation. The implications are (a) changes in the boundaries of special education, (b) shifts in service delivery patterns and staffing patterns for special educators and in special education's relationship to general education, (c) changes in state standards and patterns of funding for special education and in personnel preparation, (d) additional changes in state and federal legislation and regulation, and (e) possible loss of special education's focus on the scientific understanding of instruction. A final note of optimism is offered, as special education is a relatively young profession with a history that includes reliable research and considerable capacity for self-correction. We could turn our attention unambiguously and forcefully to empirical research—generating reliable common knowledge of effective instruction of students with disabilities.
James M. Kauffman (Fri,) studied this question.