Classroom Research for Young Children with Disabilities: Assumptions that Guided the Conduct of Research.

This article discusses assumptions that have guided research on children with disabilities, which are to: draw on findings from other areas of research, use rigorous experimental methods, rely on systematic replications, be alert to serendipitous findings, and attend to trends and shifts in perspectives, but follow the data when drawing suggestions about practice. (Contains extensive references.) (Author/CR)