The recent debate concerning the relative merits of different theoretical models involved in special education service delivery and research programs is viewed as a maturing of the special education profession. Following a review of the current debate, this paper examines how the adoption of a particular theoretical perspective, worldview or model orientation, can affect the nature of applied special education activities as well as the course of research with exceptional populations. Methods for evaluating varying approaches to the education and study of exceptional children are presented and discussed. It is concluded that the present legal and sociopolitical climate requires that special educators adopt a model orientation that can empirically document efficacy of interventions and ensure that all handicapped students receive equal educational opportunity.
Get full access to this article
View all access options for this article.
References
1.
Axelrod, S. (1983). Behavior modification for the classroom teacher (2nd ed.). New York: McGraw-Hill.
2.
Balow, B. & Brinkerhoff, R. (1983). Influences on special education evaluation. In R.O. Brinkerhoff, D. Brethower., T. Hluchyj., & J. Nowakowski (Eds.), Program evaluation: A practitioner's guide for trainers and educators (pp. xxiii-xxvii). Boston: Kluer-Nijhoff.
3.
Baltes, P.B., Reese, H.W., & Nesselroade, J.R. (1977). Life-span developmental psychology: Introduction to research methodsMonterey, CA: Brooks/Cole.
4.
Bertalanffy, L. von. (1968). General system theoryNew York: George Braziller.
5.
Campbell, D.T., & Stanley, J.C. (1966). Experimental and quasiexperimental designs for reaserchChicago: Rand McNally.
6.
Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: Design and analysis issues for field settingsChicago: Rand McNally.
7.
Cronbach, L.J. (1982). Designing evaluations of educational and social programsSan Franciso: Jossey-Bass.
Deno, S.L., & Mirkin, P.K. (1977). Data-based program modification: A manualReston, VA: Council for Exceptional Children.
10.
Denzin, N.K. (1978). The research act (2nd ed.) New York: McGraw-Hill.
11.
Donmoyer, R. (1985). The rescue from relativism: Two failed attempts and an alternative strategy. Educational Researcher, 14(10), 13-20.
12.
Gay, L.R. (1976). Educational research: Competencies for analysis and applicationColumbus, OH: Charles E. Merrill.
13.
Gersten, R.Woodward, J., & Darch, C. (1986). Direct instruction: A research-based approach to curriculum design and teaching. Exceptional Children, 53, 17-31.
14.
Heshusius, L. (1982). At the heart of the advocacy dilemma: A mechanistic world view. Exceptional Children, 49, 6-13.
15.
Heshusius, L. (1986). Paradigm shifts and special education: A response to Ulman and Rosenberg. Exceptional Children, 52, 461-465.
16.
Howe, K.R. (1985). Two dogmas of educational research. Educational Researcher, 14(8), 10-18.
17.
Hultsch, D.F., & Hickey, T. (1978). External validity in the study of human development: Theoretical and methodological issues. Human Development, 21, 76-91.
18.
Iano, R.P. (1986). The study and development of teaching: With implications for the advancement of special education. Remedial and Special Education, 7(5), 50-61.
19.
Jackson, L.Panyan, M., & Hummel, J. (1986). Conceptual foundations for a technology integration model (Contract No. 300-86-0125). Baltimore: The Johns Hopkins University, Center for the Study of Technology and Human Disability.
20.
Jamison, W. & Dansky, J.L. (1979). Identifying developmental prerequisites of cognitive acquisition. Child Development, 50, 449-454.
21.
Kauffman, J.M. (1981). Introduction: Historical trends and contemporary issues in special education in the United States. In J. M. Kauffman & D. P. Hallahan, (Eds.), Handbook of special education (pp. 3-23). Englewood Cliffs, NJ: Prentice-Hall.
22.
Kazdin, A.E. (1977). Assessing the clinical or applied importance of behavior change through social validation. Behavior Modification, 1, 427-452.
23.
Labouvie, E.W. (1975). The dialectical nature of measurement actvities in the behavioral sciences. Human Development, 18, 205-222.
24.
McNutt, G. (1984). A holistic approach to language arts instruction in the resource room. Learning Disability Quarterly, 7, 315-320.
25.
Mercer, J.R., & Richardson, J.G. (1975). Mental retardation” as a social problem. In N. Hobbs (Ed.), Issues in the classification of children (Vol. 2, pp. 463-496). San Francisco: Jossey-Boss.
26.
Nelson, C.M., & Polsgrove, L. (1984). Behavior analysis in special education: White rabbit or white elephant?Remedial and Special Education, 5, 6-15.
27.
Ollendick, T.H., & Cerney, J.A. (1981). Clinical behavior therapy with childrenNew York: Plenum Press.
28.
Overton, W.F., & Reese, H.W. (1973). Models of development: Methodological implications. In J. Nesselroade & H. W. Reese, (Eds.), Lifespan developmental psychology: Methodological issues (pp. 65-86). New York: Academic Press.
29.
Phillips, D. (1983). After the wake: Post positivistic educational thought. Educational Researcher, 12(8), 4-12.
30.
Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.
31.
Poplin, M. & Gray, R. (1982). A conceptual framework for assessment of curriculum and student progress. In J. T. Neisworth (Ed.), Assessment in special education (pp. 53-64). Rockville, MD: Aspen Systems.
32.
Reese, H.W., & Overton, W.F. (1970). Models of development and theories of development. In L. Goulet & P. Balles (Eds.), Lifespan developmental psychology: Theory and research (pp. 115-145). New York: Academic Press.
33.
Remington, B. & Clarke, S. (1983). Acquisition of expressive signing by autistic children: An evaluation of the relative effects of simultaneous and sign-alone training. Journal of Applied Behavior Analysis, 16, 315-328.
34.
Ross, A.O. (1980). Psychological disorders of children: A behavioral approach to theory, research, and therapy.New York: McGraw-Hill.
35.
Russo, D.C., Cataldo, M.F., & Cushing, P.J. (1981). Compliance training and behavior covariation in the treatment of multiple behavior problems. Journal of Applied Behavior Analysis, 14, 209-222.
36.
Simpson, R.G., & Eaves, R.C. (1985). Do we need more qualitative research or more good research? A reaction to Stainback and Stainback. Exceptional Children, 51, 325-329.
37.
Smith, H.W. (1975). Strategies of social research: The methodological imaginationEnglewood-Cliffs, NJ: Prentice-Hall.
38.
Soltis, J. (1984). On the nature of educational research. Educational Researcher, 13(5), 5-10.
39.
Stainback, S. & Stainback, W. (1984). Broadening the research perspective in special education. Exceptional Children, 50, 400-408.
40.
Tawney, J.W., & Gast, D.L. (1984). Single subject research in special educationColumbus, OH: Charles E. Merrill.
41.
Travers, R.M.W. (1977). Essentials of learning (4th ed.). New York: Macmillan.
42.
Ulman, J.D., & Rosenberg, M.S. (1986). Science and superstition in special education. Exceptional Children, 52, 459-460.
43.
Vincent, L.J., Salisbury, C., Walter, G., Brown, P., Gruenewald, L.J., & Powers, M. (1980). Program evaluation and curriculum development in early childhood/special education: Criteria of the next environment. In W. Sailor, B. Wilcox., & L. Brown (Eds.), Methods of instruction for severely handicapped students (pp. 303-328). Baltimore: Paul H. Brookes.
