The scientific method requires that we [the practitioner/social scientist] considers -- and rejects or accepts the null hypothesis.
Yet this most basic principal is seemingly being systematically forgotten, or at least under-utilized.
Too often, the student is given an assessment, and s/he "has difficulties with reading;" then the student is called "learning disabled" and placed into a dead-end special education class with a bunch of other students who can't read.
But the practitioner and/or IEP team forgot to rule out the null hypothesis:
"The student has difficulties reading because s/he:
...hates reading
...dislikes his teacher
...doesn't have time for homework
...doesn't regularly attend
...is a gangster
...is a skater
...etc."
In effect, special education classrooms are filled with students who hate school and/or hate homework. And the student gets the F in special education just as easily as the F was earned in general education... and then we wonder why special education doesn't work!!!
Put aside for a moment the fact that LD is an invisible and politically-invented concept to begin with...
When was the last time you stated, addressed, and ruled-out or accepted the null hypothesis in one of your 15-page reports?
Please don't forget to forward, and then reject or accept, the null hypothesis.
