[Experience and theory in special education of the physically disabled--a discourse on the theory-practice-relationship].

Any educational theory, hence also of education of the physically disabled, combines both deduced constituents of educational philosophy and constituents generalized from educational science in an experiental sense. By combining normative goal concepts and empirical analysis, it has to lay the basis for responsible action on the part of the educator. These foundations of an educational theory for education of the physically disabled as an "action-oriented science" are considered in a discourse of the relationship between experience, theory, and practice. Several exemplary aspects are set forth, with an emphasis being placed on a historical science-critical reflection on the connection of scientific (pre-)-experience and (pre-scientific) theory formation. Concluding, the author points out the implications in view of intensifying the theory-practice-relation in the professional training for education of physically disabled persons.