Ideas influencing teacher education and services to children with disabilities in schools have palpable, far-reaching consequences. Recently, several authors have taken special education to task for relying on practices established through the tenets of Western science, proposing the antidote of postmodern thought to redress the alleged positivistic failure of special education. While using the obtuse rhetoric of power relations, oppression, and the denial of disability, they offer little to address what teachers should do in classrooms. We briefly address and comment on some issues they raise and conclude that what these postmodernists have to offer is a regrettable step backward in the discourse surrounding what it means to educate and support people with disabilities.
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