Surveys and analyses of special education research have criticized the studies in the field. Critiques express the differing perspectives of educators, clinicians and research investigators. The criticism, reflecting the search for meaningful evaluations of special education research, has been emphasized by Blatt's (1980) statement that educational research has not improved learning nor enhanced teaching. Major problems such as the structure of curricula, selection of teaching and treatment methods and administrative configurations have so far not been answered. A completely different perspective is offered by the comprehensive surveys focused on subject selection procedures, research designs and testing procedures (Ward, Hall, and Schramm, 1975; Torgesen and Dice, 1980; Sabatino, 1981). The severe criticsm calls also for a change. Assuming that empirical research in special education is still searching for its true path, it seems most crucial to define major trends evidenced in the research manuscripts published in the field. We assume that providing a comprehensive view of these trends may increase understanding of the state of the art, and may have constructive implications for the field of special education.