This paper reviews the literature on educational reform, especially in relation to special education and students with disabilities. It reviews 10 reports published since 1983 that identified issues in educational reform. Observations include: regular education reformers have not adequately addressed the issues of students with disabilities; special educators have not addressed the failure of public schools to meet the needs of nondisabled students; efficacy studies of special education indicate limited or negative effects of special education; both regular and special educators are concerned with low expectations and devaluation of specific groups; both regular and special educators are concerned with transition from school to adulthood; issues of access for students with disabilities have receded and issues of quality and effectiveness have come to the forefront; and issues of school restructuring are of concern to both regular and special educators. The report's concluding recommendation calls for a cooperatively focused research agenda that is predicated upon the complete elimination of any distinction between regular and special education. Other recommendations include changing graduation criteria to accommodate the intellectual diversity of students and applying best special educational practices to the major problems of regular education. (Contains 56 references.) (DB)