Abstract
ABSTRACT The social movement toward cultural relativism has led to a growing distrust and even disbelief in the value of scientific inquiry regarding the effects of, or the need for, special education for students with disabilities. The authors examine the basic underpinnings of scientific methodology and its fundamental role in establishing best practice in the field. We also address contrary views and their risks and weaknesses. Scientific methodology is foundational to effective programs and services to marginalized students, including those with disabilities.
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