The field of special education is entering a multiparadigmatic stage, which the authors argue is a positive development in that multiple paradigms of inquiry provide unique perspectives capable of illuminating aspects of persistent and heretofore intractable problems. the authors describe four major paradigms adapted from burrell and morgan's (1979) sociological paradigms, focusing specifically on work currently under way in the field within a critical interpretivist paradigm. methodological and substantive implications for special education are discussed.
Get full access to this article
View all access options for this article.
References
1.
Algozzine, B., & Ysseldyke, J. E. (1981). Special Education services for normal children: Better safe than sorry?Exceptional Children, 48, 238--243.
2.
Anderson, G. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59, 249--270.
3.
Anderson, G. L., (1991). Cognitive politics of principals and teachers: Ideological control in an elementary school. In J. Blase (Ed.). The politics of life in schools (pp. 120--138). Newbury Park. CA: Sage.
4.
Anyon. J. (1980). Social class and the hidden curriculum of work. Journal of Education, 161, 67--72.
5.
Baca, L., & Cervantes, H. T. (1984). The bilingual special education interface.St. Louis, MO: Mosby.
6.
Bogdan, R., & Kugelmass, J. (1984). Case studies of mainstreaming: A symbolic interactionist approach to special schooling. In L. Barton & S. Tomlinson (Eds.), Special education and social interests (pp. 173–191). London: Croom Helm.
7.
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America.New York: Basic Books.
8.
Bullough, R., Gitlin, A., & Goldstein, S. L. (1984). Ideology, teacher role, and resistance. Teachers College Record, 86, 339--358.
9.
Burrell, G., & Morgan, G. (1979). Sociological paradigms and organizational analysis.Portsmouth. NH: Heinemann.
10.
Carrier, J. (1983). Masking the social in educational knowledge: The case of Learning disability theory. American Journal of Sociology, 88, 948--974.
11.
Carspecken, P., & Apple, M. (1992). Critical qualitative research: Theory, methodology, and practice. In M. D. LeCompte, W. L. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in education. (pp. 507--553). San Diego: Academic Press.
12.
Coleman, L. J., & Cross, T. L. (1988). Is being gifted a social handicap?Journal for the Education of the Gifted, 11(4), 41--56.
13.
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy.Philadelphia: Multilingual Matters.
14.
Cummins, J. (1992). Empowerment through biliteracy. In J. V. Tinajero & A. F. Ada (Eds.), The power of two languages: Literacy and biliteracy for Spanish-speaking students (pp. 9–25). New York: Macmillan/McGraw-Hill.
15.
Everhart, R. (1985). Reading, writing and resistance.London: Routledge & Kegan Paul.
16.
Ferguson, D. L. (1993). Something a little out of the ordinary: Reflections on becoming an interpretivist researcher in special education. Remedial and Special Education, 14(4), 35–43.
17.
Ferguson, P. M. (1987). The social construction of mental retardation. Social Policy, 18(1), 51–56.
18.
Ford, J., Mongon, D., & Whelan, M. (1982). Special education and social control: Invisible disasters.London: Routledge & Kegan Paul.
19.
Fuchs, D., & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294--309.
20.
Gallagher, J. J. (1991). Educational reform, values, and gifted students. Gifted Children Quarterly, 35(1), 12–19.
21.
Heshusius, L. (1986). Pedagogy, special education, and the lives of young children: A critical and futuristic perspective. Journal of Education, 168, 25--38.
22.
Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17(4), 63–84.
Marcus, G. E., & Fischer, M. J. (1986). Anthropology as cultural critique: An experimental moment in the human sciences.Chicago: University of Chicago Press.
25.
McNeil, L. (1986). Contradictions of control: School structure and school knowledge.New York: Routledge.
26.
Mercer, J. (1992). The impact of changing paradigm of disability on mental retardation in the year 2000. In L. Rowitz (Ed.), Mental retardation in the year 2000 (pp. 15–38). New York: Springer.
27.
Oakes, J. (1985). Keeping track: How schools structure inequality.New Haven: Yale University Press.
28.
Peck, C. A., & Furman, G. C. (1992). Qualitative research in special education: An evaluative review. In R. Gaylord-Ross (Ed.), Issues and research in special education, volume 2 (pp. 1–42). New York: Teachers College Press.
29.
Rist, R. (1970). Student social class and teacher expectations: The self-fulfilling prophesy in ghetto education. Harvard Educational Review, 40, 411--449.
30.
Roman, L. (1992). The political significance of other ways of narrating ethnography: A feminist materialist approach. In M. D. LeCompte, W. L. Millroy, and J. Preissle (Eds.), The handbook of qualitative research in education (pp. 555–594). San Diego: Academic Press.
31.
Reman, L., & Christian-Smith, L. with Ellsworth, E. (Eds). (1988). Becoming feminine: The politics of popular culture.London: Falmer.
32.
Samuda, R. J., Kong, S. L., Cummins, J., Pascual-Leone, J., & Lewis, J. (1989). Assessment and placement of minority students.Lewiston, NY: C. J. Hogrefe and ISSP.
33.
Sapon-Shevin, M. (1987). Giftedness as a social construct. Teachers College Record, 89(1). 39--53.
34.
Scruggs, T. (1993). Special education and the problems of schooling. Educational Theory, 43, 433--447.
35.
Shriner, J. G., Ysseldyke, J. E., Gorney, D., & Franklin, M. J. (1993). Examining prevalence at ends of the spectrum: Giftedness and disability. Remedial and Special Education, 14(5), 33–39.
36.
Sigmon, S. B. (1987). Radical analysis of special education: Focus on historical development and learning disabilities.New York: Falmer.
37.
Simpson Poplin, M. (1987). Self-imposed blindness: The scientific method in education. Remedial and Special Education, 8(6), 31–37.
38.
Skrtic, T. (1991). Behind special education: A critical analysis of professional culture and school organization.Denver, CO: Love.
39.
Sleeter, C. E. (1986). Learning disabilities: The social construction of a special education category. Exceptional Children, 53, 46--54.
40.
Sleeter, C. E. (1987). Literacy, definitions of learning disabilities and social control. In B. M. Franklin (Ed.), Learning disability: Dissenting essays (pp. 67–87). Philadelphia: Falmer.
41.
Solomon, P. (1992). Black resistance in high school.Albany: SUNY Press.
42.
Stainback, S., & Stainback, W. (1984). Broadening the research perspective in special education. Exceptional Children, 50, 400--409.
43.
Tomlinson, S. (1988). Why Johnny can't read: Critical theory and special education. European Journal of Special Needs Education, 3(1), 45–58.
44.
Valli, L. (1986). Becoming clerical workers.London: Routledge & Kegan Paul.
45.
VanTassel, J., Patton, J., & Prillaman, D. (1991). Gifted youth at risk: A report on a national study.Reston, VA: Council for Exceptional Children.
46.
Willis, P. (1977). Learning to labor.New York: Columbia University Press.
47.
Ysseldyke, J. E., Algozzine, B., & Richey, L. (1982). Judgment under uncertainty: How many children are handicapped?Exceptional Children, 48, 531--534.
