ACADEMIC INSTRUCTION

In this issue of the Learning Disability Quarterly we are pleased to o ffer a series of five articles that form a special focus on academic i nstruction. We think that concern about academic aspects of learning d isabilities-particularly how we can provide instruction that works-has an imprortant place in the field of learning disabilities and that it is important to reassert that place periodically. In the remainder of this article, we (a) describe our rationale for preparing this series on academic instruction in learning disabilities, (b) elaborate on th e purposes of this series of papers, (c) recount how we developed this special series of articles, and (d) introduce the articles in the ser ies.