ABSTRACTIn common with many countries, special education in Scotland has come a long way over the past decade. Well‐established policies and practices have been examined and monitored, in order to provide a sound basis for the changes in legislation, organization and training which have been effected over this period. This article reviews research and related developments which were undertaken in Scotland during the period 1975‐1985, and attempts to evaluate these in terms of the extent to which this work has involved teachers and influenced their work in this changing situation. It does so at a number of levels, starting with projects funded and supported by the Scottish Education Department, but also dealing with the range and variety of studies emanating from universities, colleges of education and other professional sources. It draws the conclusion that recent research into special educational needs in Scotland has increased the knowledge and understanding of teachers of pupils with learning difficulties, and has underpinned policy development, but that there is still a long way to go in the process of encouraging teachers to be involved in research as a way of developing and extending their professional skills.